Date of Graduation
2002
Document Type
Thesis
Abstract
The student teaching experience represents one of the most important components of a novice physical educator's preservice preparation. However, current research raises several important issues regarding the cooperating teacher's role as clinical supervisor. At the present time a less than complete picture exists of the effect of feedback using systematic behavioral data by cooperating teachers on their assigned preservice teacher in a variety of settings. This study adds to a research base that has rarely used behavior analytic designs in the past decade. A reversal to baseline research design was used to determine whether cooperating teachers could provide systematically collected data in combination with prescriptive feedback and change the behavioral profile of student teachers and their pupils at three different educational levels, specifically elementary, middle, and high school. The participants were two student teachers who each taught at the same high school and elementary schools, but differing middle schools. Results showed that in regards to the student teacher's behavior and that of their students, the cooperating teacher made positive changes by providing data only and also by providing data augmented by prescriptive feedback. Furthermore, each intervention was successful across all three levels of education. On particular intervention did not necessarily out perform the other and there were no order effects observed. However, while no order effects were present, the variable of time did appear to be an issue in relation to the performance of the independent variables.
Recommended Citation
Townsend, Joseph Scott, "The effects of feedback on the behavioral profile of preservice teachers across three educational levels of the physical education student teaching experience." (2002). Graduate Theses, Dissertations, and Problem Reports. 9909.
https://researchrepository.wvu.edu/etd/9909