http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
impact of three instructional sequences upon preservice teachers' training in Flanders Interaction Analysis
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..
"Major subject: Education (Curriculum and Instruction)."
Includes bibliographical references (leaves 66-72).