rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    non sort: The
    title: impact of three instructional sequences upon preservice teachers' training in Flanders Interaction Analysis
  name:
    name part: Lindsay, Barbara Harvey.
    role:
      role term: creator
  name:
    name part: Denton, Jon
    role:
      role term: degree committee member.
  name:
    name part: Johnson, Glenn
    role:
      role term: degree supervisor.
  name:
    name part: Stenning, Walter
    role:
      role term: degree committee member.
  name:
    name part: Texas A & M University
    role:
      role term: degree granting institution.
  type of resource: text
  genre: bibliography
  genre: Academic theses
  origin info:
    place:
      place term: txu
    date issued: 1977
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: print
    extent: ix, 118 leaves ; 28 cm
  abstract: This study investigated the impact of three instructional sequences upon preservice teachers' training in Flanders Interaction Analysis (FIA). The aim was to determine which, if any, of three self-instructional techniques was most effective in teaching preservice teachers FIA. The problem also included an analysis of the relationship between attitude, SAT scores, study habits, and knowledge scores on a test of FIA by preservice teachers who experienced different instructional sequences. The design for the study was the "Nonrandomized Control-Group Pretest-Posttest Design" (Issac & Michael, 1975). Two experimental groups and an active control group were involved in the study. It was hypothesized that there would be no significant differences among the groups on a posttest over FIA content and ability to code FIA. It was also hypothesized that there would be no significant relationships between FIA content posttest scores and MTAI, SAT, and study habits as measured by the SSHA. The groups studied consisted of 90 preservice teachers. The 68 female and 22 male subjects ranged in age from 19 to 24. There were 34 seniors, 49 juniors, and seven sophomores. The training program could be characterized as an independent study mode. Each subject received printed materials to be used for two weeks and each was instructed to log 15 hours of self-study and practice coding FIA..
  note: by Barbara Harvey Lindsay.
  note: "Major subject: Education (Curriculum and Instruction)."
  note: Vita.
  note: Texas A & M University
  note: Includes bibliographical references (leaves 66-72).
  subject:
    topic: Ability
    topic: Testing
  subject:
    topic: Prediction of teacher success
  subject:
    topic: Teachers
    topic: Training of
  subject:
    topic: Education (Curriculum and Instruction)
  subject:
    topic: Ability
    topic: Testing
  subject:
    topic: Prediction of teacher success
  subject:
    topic: Teachers
    topic: Training of
  identifier: http://proxy.library.tamu.edu/login
  identifier: https://hdl.handle.net/1969.1/DISSERTATIONS-621070
  related item:
    location:
      url: http://proxy.library.tamu.edu/login
  related item:
    location:
      url: https://hdl.handle.net/1969.1/DISSERTATIONS-621070
  record info:
    record content source: TXA
    record creation date: 780626
    record change date: 20220103135017.0
    record identifier: in00000595582
    language of cataloging:
      language term: eng