AN EXPERIMENTAL STUDY OF THE RELATEVE EFFECTTVENESS OF CLASSROOM OBSERVATION AND SEMULATED TEACHTNG EN AN INTRODUCTORY EDUCATIONAL PSYCHQLOGY CQUEESE Thesis {for ”19 Degree of DB. D. R‘EICHTGAN STfiiTE UNEVEESITY Gerald L. Hershey 1961 This is to certify that the thesis entitled An Experimental Study of the Relative Effectiveness of Classroom Observation and Simulated Teaching in an Introductory Educational Psychology Course presented by Gerald L. Hershey has been accepted towards fulfillment of the requirements for £11.01). degree in Educgtion 0%”, 0/7“?” /< Major professor / I)ateJ/€;EE€;:7d{2rthe pupils readiness? Skills: How did the teacher make pupils aware of the cues to which they should be sensitive? How did the teacher help in providing feed- back and correction? How were pupils trained to evaluate their own performances independently, i.e. to provide their own feedback and correction? 133 How much practice was alloted to learning this skill? HOw were the practice periods spaced? Describe any demonstrations that were given: To what extent did pupils describe what the demonstrator was doing? To what extent did the demonstrator correct pupil errors? 134 ED 200 Third Written Assignment Classroom Observation Insuring Transfer and Retention New that you have thought about some of the objectives, concepts and skills involved in your particular classroom observations, we are ready to consider the problem of whether any of these things are being carried over into the daily lives of the students and whether they tend to retain some of these concepts and skills once they have learned them. It is nonsense if a child spells "receive" correctly in school but misspells it when writing a thank-you note at home. In your observations you should pay particular attention to the way in which pupils learn so that they will retain their new responses and be able to use them appropriately in the future. YOur textbook, outside readings, and class discussion contain many points you should consider in observing how children remember and transfer new learning. Here are some questions that will help you organize your observations: 1. What relevance does the material have for pupil be- havior outside of class? What will a pupil do or say outside of class as a result of what he learns in class? ’2. What past experiences of pupils (or what other illus- trative materials) are used to make some main point clear? Give examples. 3. How are the activities planned to provide pupils with a chance to practice many desired responses, e.g., better work habits, working with others, emotional control, parliamentary procedures, good English usage, better reasoning processes, etc. 4. How does each pupil have an opportunity to state the desired general principle himself? 5. What attitude are pupils developing toward the work? - ‘Why? 6. What observable pupil behaviors have you noticed which indicate that transfer has (or has not) occurred? Give examples of how the teacher helps pupils see applications outside the class. 7. What opportunities are provided for pupils to see applications in increasingly varied and complex situations? 8. What pupil misconceptions, biases, or prejudices have you observed which make it more difficult to learn? Give examples. 10. ll. 12. 135 Is there any way that pupils use learning curves-- or otherwise compare their own performance with their previous performance and get goals for future per- formance? What things do the pupils overlearn? How is this achieved? How are reviews spaced over a period of time? What new ways are devised to review old material? wa is interference minimized? 136 ED 200 Fourth written Assignment An Achievement Test -YOu must now devise a procedure to find out how well pupils learned to make the responses they were supposed to have learned. Although many procedures are possible, a written test is one of the most valuable and popular evalua- tion devices. ' Specifically, you are asked to devise three "multiple- choice" questions and one "essay" question to measure the important objectives of the unit you are either teaching or observing. Follow these suggestions in devising the items: 1. State the specific objective that you want that particular item to measure. (Naturally, this should be related to one of the major objectives you had listed previously.) 2. Think of some situation in the life of your pupil where he will be called upon to make the response you consider desirable. 3. write up this situation in a test item form. In the essay question, the pupil should then have to make the desired response. In the multiple-choice items he should have to discriminate between the desired response and plausible but wrong (or less desirable) responses. 4. Loosen up: Be flexible: Creativity is called for: 5. As you devise each item, consult the Check List for Evaluating Test Items to make sure the items meet all the standards. 6. The following item is illustrative of the desired format for a multiple-choice item: Purpose of test item #1: To measure if students have learned that unreliability of scoring essay questions is the chief reason for their diminished use. Item £1. During a parent-teacher conference a parent says to you, "I don't see why you teachers ‘ 137 don't use essay questions any more. In my day we used to spend all day writing answers to questions like 'Discuss the reign of King Henry VIII.'" What would be the most accurate reply to this parent? A. "It would take too much time for teachers to score." B. "Pupils who were fast writers had an unfair advantage in tests of that type." C. "Teachers are able to 'play favorites' and uncon- sciously give the best grades to the pupils they like."' D. "Essay questions tended to encourage cheating because the fewer number of essay questions would be remembered and passed from class to class." *E. "The same essay answer would receive different grades from different teachers and from the same teacher at different times." The essay question must be accompanied by the complete directions for scoring. This means that you must state how much credit you will give for each of the specific type of responses you desire and give a sample answer for each. Example Form for Essay Question: Purpose of test item #2: To measure if students can apply the definition of learning to a concrete situation. Item #2: On September 14 you taught your class that Albany was the capital of New York. What procedure could you have used to show that a pupil in your class had learned this fact on September 14? Answer to Item #2: Give 2 points credit if student's answer indicates a procedure for identifying some change of behavior before and after the September 14 experience. (A sample answer worth 2 points) *Correct~response 138 "On September 13, I asked Johnny what the capital of New York was and he replied, 'I don't know.‘ On Sep- tember 15, I asked the same question and he replied, 'Albany.'" Give 1 point credit if student's answer indicates a procedure for identifying any observable behavior following the September 14 experience but neglects to indicate change. (A sample answer worth 1 point) "After teaching my class, I would give a test and ask, 'What is the capital of New YOrk?‘ If most of the class wrote 'Albany,‘ I would know they had learned." Give 0 points if student's answer fails to specify a procedure for collecting a sample of their behavior. (A sample answer worth 0 points) "If they knew the capital of New York was Albany." The preceding was simply an example of the format of how your essay question might be constructed. Naturally your question will be much different and will measure your own objectives. Just be sure you include specific sample answers to illustrate how you would score possible answers. 139 ED 200 - Krumboltz Check List for Evaluating Test Questions Max. for yes Multiple .choice #1 #2 #3 say 1. Is the stated purpose of the test item also one of the purposes of the course? 2. To answer the item correctly, must the pupil make one or more of the types of responses listed in the course objectivee? 3. If a pupil incorrectly answered this item, would you say he probably had not achieved one of the aime of the "course"? 4. Does this item really measure something important and worth while? 5. Does the test question make it perfectly clear what is expected? 6. Does the test question require the pupil to make some application rather than repeat memorized worde? m For Multiple-Choice Questions Only 7. Is one and only one alternative clearly the “beet" or "most correct" answer? WOuld the incorrect alternative seem plausible to a person who has not yet attained the specific objective measured ‘ by this item? 8. 9. Is the correct alternative roughly the same length as the incorrect alternatives? 10. Is the item written so pupils do not receive an unintended clue from either the gramma- tical structure or dependent alternative? For Essay Question Only 11. Have the ideas for which credit will be ‘ given been specified in advance? 12. It is clear how much credit each type of Have expected illustrative answers for regponse will receive? 3. 3 various degrees of quality been provided? 140 ED 200 Fifth written Assignment Classroom Observation Group Myself as a Teacher Now that you have been observing a classroom for several weeks, it is time to attempt a synthesis of your varied ex- periences and feelings during this period. Some of the pur- poses of this final paper are: a. e. To assist you in thinking about this observation experience in terms of what effect it has had on you. To assist you in citing instances of behavior which helped bring to life some psychological principle or principles we have discussed. To help you better understand yourself as a future teacher. {Rathink about ways you might have differed in teach- ing such a class as you observed. fk>note your feeling toward pupils in the classroom and their behavior. In general, we hope that this final paper will allow you an opportunity to do some serious thinking about your own feelings toward teaching as a future career. NOTE: All four previous written assignments are to be” handed in with this final paper and will be retained by your instructor. I. II. Cite examples of situations that occurred during your observation experiences which you felt illustrated some psychological principles that you have learned and which seemed most meaningful to you. Do you feel that some of the overall objectives listed in the first written assignment have been met or par- tially met during your period of observation? What behavioral changes in these directions have you noticed from your first to your last observation? III. IV. VI. VII. 141 If you were teaching the class you observed, how would you have taught the class? HOW did you feel about the teacher you observed? How did you feel about this type of school and community? How did you react to the pupils you observed? How did they react to you? How has the observation experience influenced your feelings about teaching? APPENDIX H SIMULATED TEACHING GROUP SERIES OF WRITTEN ASSIGNMENTS 143 ED 200 First written Assignment Specifying Objectives for Simulated Teaching The first step in planning the lesson you will teach is to state your purpose. What do you hope to accomplish? How will your pupils act if you are successful? What pupil behaviors will tell you that you have failed? Use the follow- ing‘outline: I. II. III. IV. Describe the setting in which you imagine you might be teaching. Type of school. Grade level. Subject matter. Type of pupils. State some of the long-range objectives you might hope to accomplish in the year or semester that you ordinarily would have. That is, list some of the ways your pupils will do or say things differently at the end of the term. State a few objectives you can reasonably hope to accomplish in 30-40 minutes of class time. That is, list those things you would want your pupils to say or do at the end of these 30 or 40 minutes that they do not say or do now. Be sure that these short-range objectives are consistent with (though only a small part of) the long-range objectives listed in Part II. HOw would you know if you were unsuccessful or par- tially unsuccessful in accomplishing your objectives? That is, what might your pupils do or say that would indicate they had not changed their behavior in the desired direction? 144 ED 200 Second Written Assignment Teaching Concepts and Skills in Simulated Teaching Now that you know what objectives you are trying to accom- plish and can state some illustrative behaviors related to these objectives, you are ready for the next step. In this paper you are to describe the way in which you will help your "pupils" learn the concepts or skills they will need in order to accomplish the overall objectives. Specifically, you are asked to develop a tentative lesson plan accompanied by explan- ations of how your proposed teaching methods are consistent with what you have been learning from class and textbook. The following outline will suggest some of the things you will want to include: I. Restate briefly (or attach) the objectives you wish to accomplish (from the First written Assignment). What concepts and/or skills will the pupil have to learn in order to accomplish these skills? List them and tell why you feel they are necessary for the attainment of those particular objectives. II. Outline the steps you will go through to help your pupils learn one or two of the concepts or skills.- Try to pick something you can hope to accomplish at least partially in 30-40 minutes. As you outline your , procedures, explain how they are consistent with what you are learning in class and textbook. The following questions should be helpful: A. For both concepts and skills: 1. How will you determine readiness? 2. HOW’Will you build and maintain interest? 3. Howwill you get your pupils to begin making the desired responses? 4. What type of consequences do you plan to provide for desired responses? For undesired responses? 5. Howwifll you provide for individual differences in rate of learning? B. For concepts: 1. How will you insure that pupils develop precise meanings for concepts--neither too inclusive nor too narrow? For 145 How will you move pupils to a deeper level of understanding? What experience will they get in applying a new concept or principle to an unfamiliar problem? What opportunities will pupils have to gain "realistic" experience with new concepts or skills? Will pupils have an opportunity to state expli- citly the new concept principle or conclusion that they have learned? What provision are you making to encourage pupils to ask questions, to make trial inter- pretations, and to revise earlier ideas? How meaningful is the organization of the new material to the pupils at their level of readiness? Are you using a "whole-then-part" plan? skills: HOw will you make pupils aware of the cues to which they should be sensative? How will you provide feedback and correction? HOw will you train pupils to evaluate their own performance independently, i.e., to provide their own feedback and correction? HOw much time will you allot to practice on the skill? How will practice be spaced (ideally)? In your demonstration how will you provide for the pupils to describe the process? How will you correct any errors in their description? 146 ED 200 Third Written Assignment Insuring Transfer and Retention in Simulated Teaching New for a most crucial question-~What can you the teacher do now that will insure that your pupils will remember and apply their new responses appropriately in other situations? It is nonsense if a child spells "receive" correctly in school but misspells it when writing a thank-you note at home. In your simulated teaching you must teach in such a way that your "pupils" will retain their new responses and will use them appropriately in the future. Your textbook, outside readings and class discussion contain many points you should consider in planning to teach for transfer and retention. Here are some questions you will need to consider in your planning: 1. Does your teaching unit have any relevance for a pupil's ' behavior outside of class? What will he say or do outside of class as a result of what you plan to teach? 2. How will you draw upon pupils' past experience or provide lucid illustrative material to make the point clear? 3. How are the activities planned to provide pupils with a chance to practice many desired responses, e.g., better work habits, working with others, emotional control, parliamentary procedure, good English usage, better reasoning process, etc. 4. In what ways will you get pupils to state the desired general principle themselves? 5. What are you doing to help students develop favorable attitudes toward the work? 6. What ways are you using to insure that pupils see the applications outside of your class? 7. What opportunities will you provide so that pupils may see applications in increasingly varied and complex situations? 8. What prior misconceptions, biases or prejudices may make it more difficult for your pupils to learn the desired responses? 9. Is there any way in which learning curves could be incorporated in setting goals for each pupil? If so, how? 10. How will pupils have a chance to overlearn the crucial points? 11. 12. 147 How would you plan reviews over a period of time so that key ideas were reviewed in new ways at properly spaced intervals? What steps can you take to minimize interference? 148 ED 200 Fourth written Assignment An Achievement Test YOu must now devise a procedure to find out how well pupils learned to make the responses they were supposed to have learned. Although many procedures are possible, a Written test is one of the most valuable and popular evalua- tion devices. Specifically, you are asked to devise three "multiple- choice" questions and one "essay" question to measure the important objectives of the unit you are either teaching or observing.— Follow these suggestions in devising the items: 1. State the specific objective that you want that particular item to measure. (Naturally, this should be related to one of the major objectives you had listed previously.) Think of some situation in the life of your pupil where he will be called upon to make the response you consider desirable. write up this situation in a test item form. In the essay question, the pupil should then have to make the desired response. In the multiplewchoice items he should have to discriminate between the desired response and plausible but wrong (or less desirable) responses. Loosen up: Be flexible: Creativity is called for: As you devise each item, consult the Check List for Evaluating Test Items to make sure the items meet all the standards. The following item is illustrative of the desired format for a multiple-choice item: Purpose of test item #1: To measure if students have learned that unreliability of scoring essay questions is the chief reason for their diminished use. lpem £1. During a parent-teacher conference a parent says to you, "I don't see why you teachers 149 don't use essay questions any more. In my day we used to spend all day writing answers to questions like 'Discuss the reign of King Henry VIII.'" What would be the most accurate reply to this parent? A. "It would take too much time for teachers to score." B. "Pupils who were fast writers had an unfair advantage in tests of that type." C. "Teachers are able to 'play favorites' and uncon- sciously give the best grades to the pupils they like." D. "Essay questions tended to encourage cheating because the fewer number of essay questions would be remembered and passed from class to class." *E. "The same essay answer would receive different grades from different teachers and from the same teacher at different times." The essay question must be accompanied by the complete directions for scoring. This means that you must state how much credit you will give for each of the specific type of responses you desire and give a sample answer for each. Example Form for Essay Question: Purpose of test item #2: To measure if students can apply the definition of learning to a concrete situation. Item #2: On September 14 you taught your class that Albany was the capital of New York. What procedure could you have used to show that a pupil in your class had learned this fact on September 14? Answer to Item #2: Give 2 points credit if student's answer indicates a procedure for identifying some change of behavior before and after the September 14 experience. (A sample answer worth 2 points) *Correct'response 150 "On September 13. I asked Johnny what the capital of New York was and he replied, 'I don't know.’ On Sep- tember 15, I asked the same question and he replied, 'Albany.'" Give 1 point credit if student's answer indicates a procedure for identifying any observable behavior following the September 14 experience but neglects to indicate change. (A sample answer worth 1 point) "After teaching my class, I would give a test and ask, 'What is the capital of New YOrk?‘ If most of the class wrote 'Albany,' I would know they had learned." Give 0 points if student's answer fails to specify a procedure for collecting a sample of their behavior. (A sample answer worth 0 points) "If they knew the capital of New York was Albany." The preceding was simply an example of the format of how your essay question might be constructed. Naturally your question will be much different and will measure your own objectives. Just be sure you include specific sample answers to illustrate how you would score possible answers. 151 ED 200 - Krumboltz Check List for Evaluating Test Questions Max. for yes Multiple .choice #1 #2 #3 1. Is the stated purpose of the test item also one of the purposes of the course? 2. To answer the item correctly, must the pupil make one or more of the types of responses ‘ listed in the course objectives? 3. If a pupil incorrectly answered this item, would you say he probably had not achieved one of the aims of the "course"? 4. Does this item really measure something important and worth while? 5. Does the test question make it perfectly clear what iefiexpected? ‘ 6. Does the test question require the pupil to make some application rather than repeat memorized worde? For Multiple-Choice Questions Only 7. Is one and only one alternative clearly the ____:peet" or "most correct" answer? 8. WOuld the incorrect alternative seem .plausible to a person who has not yet attained the specific objective measured by this item? 9. Is the correct alternative roughly the same length as the incorrect alternatives? 10. Is the item written so pupils do not receive an unintended clue from either the gramma- tical structure or dependent alternative? (For hl. Have the ideas for Which credit will be Essay Question Only given been specified in advance? 12. It is clear how much credit each type of reeponse will_receive? 13. Have expected illustrative answers for various degrees of quality been provided? 152 ED 200 Fifth written Assignment Simulated Teaching Group Myself as a Teacher Now that you have completed your simulated teaching experience, you are going to have an opportunity to do some serious thinking about such questions as the following: Was I successful in achieving the objectives of my lessons? What types of changes would I make if I were to teach this lesson again? What,to you, were the most important psychological principles or insights learned during this experience? How has this series of papers and the actual teaching of a lesson influenced my thinking about the role of a teacher? How has this experience influenced my feelings about myself as a teacher? In other words, this paper should bring together a synthesis of your reactions and feelings toward the simulated teaching ex- perience as perceived by you. NOTE: All four previous written assignments are to be handed in with this final paper and will be retained by your instructor. Please use the following outline: I. General Evaluation On the basis of your actual simulated teaching exper- ience and the pupil evaluation sheets, comment briefly on the effectiveness of the following and how you would change them if you were to do this again. Objectives Teaching Concepts Teaching Skills TeaChing for Transfer Teaching for Retention Test Items "UHUPU‘JD’ II. III. IV. 153 What, to you, were the most significant psychological principles or insights learned during the experience? Tell why you felt these were significant to you? Discuss how this experience has influenced your thinking about the role of a teacher in the classroom. Discuss how this experience has influenced your feelings about you as a teacher. APPENDIX I SIMULATED TEACHING QUESTIONNAIRE NAME: STUDENT NO.: INSTRUCTOR: 155 ED 200 SIMULATED TEACHING QUESTIONNAIRE Use the attached IBM sheet for the multiple choice items and this sheet for the written answers. 1. In relation to all the other experiences in ED 200, the Simulated Teaching experience was: 1. The most beneficial aspect of the course 2. One of the most beneficial aspects 3. Contributed about as much to the course as other aSpects 4. Contributed little to the course 5. Contributed very little or nothing to the course In terms of your growth as a future teacher, the Simulated Teaching experience has: 1. Contributed very greatly 2. Contributed greatly 3. Contributed somewhat 4. Contributed little 5. Contributed very little In terms of helping you understand psychological principles, the Simulated Teaching experience was: . Extremely important . Very important . Of some importance . Of little importance . Of very little or no importance U'l-fiwwl-J The series of papers completed in connection with the Simulated Teaching experience were: 1. Very helpful in terms of learning psychological principles ' 2. -Helpful 3. Somewhat helpful 4. Not very helpful 5. Little or no help In terms of my feelings about teaching as a future career, the Simulated Teaching has: 1. Affected me very much .2. Affected me quite a lot 3. Affected me some - 4. Affected me slightly 5. Affected me very little 156 Answer questions 6 through 15 on the basis of the following key: In terms of understanding concepts and principles of Educa- tional Psychology, the Simulated Teaching experience helped me in the following areas: NOTE: Place answers on the IBM sheet in the following manner: 1. Very helpful 2. Helpful 3. Somewhat helpful 4. Not very helpful 5. Little or no help 6. Individual differences 7. Readiness ‘ 8. Discipline in the classroom 9. Teaching of skills 10. Teaching of concepts 11. Use of reinforcement 12. Classroom motivation 13. Testing pupil progress 14. Role of the teacher 15. Stating objectives in behavioral terms ANSWER THE FOLLOWING QUESTIONS ON THIS SI-IEIET--USE THE BACK IF NECESSARY When you presented your "lesson" in the Simulated Teaching Situation: (Time in minutes) How many "pupils" did you teach? How long were you actually teaching in front of the "class”? What grade level were you teaching to? What subject were you teaching? The most beneficial aspect(s) of the Simulated Teaching experience was (were): 157 The most undesirable aspect(s) of the Simulated Teaching experience was (were): Of the five papers completed during the term, which of them helped you most in your understanding of psychological principles, which helped you next most, etc.? (Rank the following five papers from 1 (most valuable) to 5 (least valuable.) ' Objectives in Simulated Teaching Teaching Concepts and Skills Insuring Transfer and Retention An Adhievement Test Myself as a Teacher APPENDIX J CLASSROOM OBSERVATION QUESTIONNAIRE 159 ED 200 OBSERVATION QUESTIONNAIRE NAME: STUDENT NO.: INSTRUCTOR: Use the attached IBM sheet for the multiple choice items and this sheet for the written answers. 1. In relation to all the otherexperiences in ED 200, the weekly Observation experience was: 1. The most beneficial aspect of the course 2. One of the most beneficial aspects 3. Contributed about as much to the course as other aspects 4. Contributed little to the course 5. Contributed very little or nothing to the course In terms of your growth as a future teacher, the weekly Observation experience has: 1. Contributed very greatly 2. Contributed greatly 3. Contributed somewhat 4. Contributed little 5. Contributed very little In terms of helping you understand psychological principles, the weekly Observation experience Was: 1. Extremely important 2. Very important 3. Of some importance 4. Of little importance 5. Of very little or no importance The series of papers completed in connection with the weekly Observation experience was: 1. Very helpful in terms of learning psychological principles 2. Helpful ° 3. Somewhat helpful 4. Net very helpful 5. Little or no help In terms of my feelings about teaching as a future career, the Weekly Observation Experience has: 1. Affected me very much 2. Affected me quite a lot 3. Affected me some 4. Affected me slightly 5. Affected me very little 160 Answer questions 6 through 15 on the basis of the following key: In terms of understanding concepts and principles of education- al psychology, the weekly Observation experience helped me in the following areas: NOTE: Place answers on the IBM sheet in the following manner: Very helpful Helpful Somewhat helpful Not very helpful Little or no help UlanNH . Individual differences Readiness Discipline in the classroom kOCDQO . Teaching of skills 10. Teaching of concepts 11. Use of reinforcement 12. Classroom motivation 13. Testing pupil progress 14. Role of the teacher 15. Stating objectives in behavioral terms 16. On the basis of your short acquaintance with your observa- tion teacher, in which of the following categories would you place him or her? An outstanding teacher An above average teacher An average teacher A below average teacher A poor teacher U'lnthH ANSWER THE FOLLOWING QUESTIONS ON THIS SHEET--USE THE BACK IF NECESSARY 161 Approximately how much total time did you spend talking indi— vidually with your observation teacher throughout all the observations? (Circle your answer on this sheet.) total of 3 or more hours total of 2 to 3 hours total of 1 to 2 hours total of one-half to one hour total of 5 to 30 minutes total of less than 5 minutes mmbwmn—a §>>>>> Name of observation teacher: School: Subject: Grade: Total amount of time spent inside classroom each week (in minutes): Number of times you observed (this will not affect your grade): Although the following activities were not an expected part of the weekly Observation experiences, did you have an opportunity to: (Please estimate the approximate total amount of time spent (in minutes) in each of the following types of activities.) a. Teach a lesson to the class? b. work with a small group of pupils? c. werk with individual students? d. werk with your observation teacher individually in grading papers, assisting with records, etc.? e. Administer a test to the class? f. Other: List any other activities with the approximate amount of time. The most beneficial aspect(s) of the weekly Observation experience was (were): The most undesirable aspect(s) of the weekly Observation experience was (were): Of the five papers completed during the term, which of them helped you most in your understanding of psychological principles. which helped you next most, etc. (Rank the following five papers from 1 (most valuable) to 5 fleast valuable). Objective in Simulated Teaching ___ An Achievement Test Teaching Concepts and Skills .___ Myself as a Teacher Insuring Transfer and Retention APPENDIX K INDIVIDUAL CELL MEANS AND STANDARD DEVIATIONS FOR CLASSROOM OBSERVATION AND SIMULATED TEACHING GROUPS ON THE CRITERION INSTRUMENTS TABLE a: b: C: d: e: f: Course Grade Final Examination Minnesota Teacher Attitude Inventory Career Plans Questionnaire Redwood School Test Course Evaluation Scale Table a. 163 for Simulated Teaching and Classroom Observation Groups on Course Grades Individual Cell Means and Standard Deviations Instructor A B C D E Total Classroom N 33 20 21 36 35 145 Observation M 29.36 30.10 27.91 29.22 26.26 28.57 Group SD 6.32 6.41 6.03 7.83 6.55 6.63 Simulated N 21 36 35 22 21 135 Teaching M 29.38 28.00 28.79 30.41 29.52 29.22 Group SD 5.70 6.21 7.60 7.70 7.28 6.90 N 54 56 56 58 56 280 Total M 29.37 29.05 28.35 29.82 27.89 28.90 SD 6.01 6.31 6.82 7.77 6.92 6.77 Table b. Individual Cell Means and Standard Deviations for Simulated Teaching and Classroom Observation Groups on Final Examination Instructor A B C D D Total Classroom N 33 20 21 36 35 145 Observation M 67.27 70.90 63.86 66.78 64.00 66.56 Group SD 9.15 7.29 11.62 10.33 8.10 9.30 Simulated N 21 36 35 22 21 135 Teaching M 67.91 67.67 66.74 68.45 67.43 67.64 Group SD 7.76 9.87 12.26 11.22 10.45 10.31 N 54 56 56 58 56 280 Total M 67.59 69.28 65.30 67.62 65.72 67.10 SD 8.46 8.58 11.94 10.78 9.28 9.81 164 Table c. Individual Cell Means and Standard Deviations for Simulated Teaching and Classroom Observation Groups on Minnesota Teacher Attitude Inventory Instructor A B C D E Total Classroom N 33 20 21 36 35 145 Observation M 155.67 148.75 149.14 143.22 144.17 148.19 Group SD 34.29 32.91 27.30 31.95 28.00 30.89 Simulated N 21 36 35 22 21 135 Teaching M 140.57 148.89 135.68 145.86 139.81 142.16 Group SD 32.73 34.59 29.78 20.86 30.38 29.67 N 54 56 56 58 56 280 Total M 148.12 148.82 142.41 144.54 141.99 145.18 SD 33.51 33.75 28.54 26.40 29.19 30.28 Table d. Individual Cell Means and Standard Deviations for Simulated Teaching and Classroom Observation Groups on Career Plans Questionnaire (Post) Instructor A B C D E Total Classroom N 33 20 21 36 35 145 Observation M 30.49 32.25 29.91 31.03 30.91 30.91 Group SD 5.53 3.67 4.81 5.45 4.46 4.78 Simulated N 21 36 35 22 21 135 Teaching M 31.24 32.72 29.19 27.50 29.76 30.08 Group SD 5.29 4.67 6.23 7.57 4.07 5.57 N 54 56 56 58 56 280 Total M 30.86 32.48 29.55 29.26 30.34 30.50 SD 5.41 4.17 5.52 6.51 4.27 5.18 Table e. 165 For Simulated Teaching and Classroom Observation Groups on Redwood School Test Individual Cell Means and Standard Deviations Instructor A B C D E Total Classroom N 33 20 21 36 35 145 Observation M 78.52 80.40 77.14 79.89 77.43 78.68 Group SD 14.25 8.39 17.71 9.12 7.58 7.14 Simulated N 21 36 35 22 21 135 Teaching M 77.86 82.75 79.88 77.73 82.81 80.21 Group SD 6.57 8.01 8.03 7.47 5.64 11.41 N 54 56 56 58 56 280 Total M 78.19 81.58 78.51 78.81 80.12 79.44 SD 10.41 8.20 12.87 8.30 6.61 9.28 Table f. Individual Cell Means and Standard Deviations Groups on Course Evaluation Scale For Simulated Teaching and Classroom Observation Instructor A B C D E Total Classroom N 33 20 21 36 35 145 Observation M 36.33 36.00 38.86 35.97 28.83 35.20 Group SD 6.83 7.73 5.09 6.66 6.94 6.65 Simulated N 21 36 35 22 21 135 Teaching M 34.81 36.58 36.09 35.50 30.14 34.62 Group SD 7.11 7.51 5.46 5.88 5.89 6.37 N 54 56 56 58 56 280 Total M 35.57 36.29 37.48 35.74 29.48 34.91 SD 6.97 7.62 5.28 6.27 6.42 6.50 APPENDIX L CHI SQUARE ANALYSIS OF OBSERVATION AND SIMULATED TEACHING GROUP RESPONSES TO ITEMS FOR CPQ (PRE) AND CPQ (POST) TESTS 167 Table a. Chi Square Analysis of Observation and Simulated Teaching Group Responses to Item l_for the CPQ (Pre) and CPQ (Post) Tests. Type of Groups Changes Obs. Sim. T. Positive 31 28 No 90 74 Negative 14 19 Table b. Chi Square Analysis of Observation and Simulated Teaching Group Responses to Item g_for the CPQ (Pre) and CPQ (Post) Tests. Types of Groups Changes Obs. Sim. T. Positive 24 ' 21 No 86 74 Negative 25 26 Table 168 c. Chi Square Analysis of Observation and Simulated Teaching Group Responses to Item §_for the CPQ (Pre) and CPQ (Post) Tests. Type of Groups Changes 1 Obs. Sim. T. Positive 27 26 No 89 76 Negative 19 19 Table d. Chi Square Analysis of Observation and Simulated Teaching Group Responses to Item §_for the CPQ (Pre) and CPQ (Post) Tests. Type of Groups Changes Obs. Sim. T. Positive 30 28 No 74 71 Negative 31 21 Table e. 169 and Simulated Teaching Group Responses to Item §_for the CPQ (Pre) and CPQ (Post) Tests. Chi Square Analysis of Observation Type of Groups Changes Obs. Sim. T. Positive 28 21 No 80 74 Negative 27 26 Table f. Chi Square Analysis of Observation and Simulated Teaching Group Responses to Item §_for the CPQ (Pre) and CPQ (Post) Tests. Type of Groups Changes Obs. Sim. T. Positive 23 17 No 78 82 Negative 34 22 Table 9. 170 and Simulated Teaching Group Responses to Item 1_for the CPQ (Pre) and CPQ (Post) Tests. Chi Square Analysis of Observation Type of Groups Changes Obs. Sim. T. Positive 27 17 No 91 82 Negative 17 22 Table h. Chi Square Analysis of Observation and Simulated Teaching Group Responses to Item §_for the CPQ (Pre) and CPQ (Post) Tests. + Type of Groups Changes Obs. Sim. T. Positive 30 31 No 67 61 Negative 38 29 Table i. 171 Chi Square Analysis of Observation and Simulated Teaching Group Responses to Item 2_for the CPQ (Pre) and CPQ (Post) Tests. Type of Groups Changes Obs. Sim. T. Positive 26 19 No 102 94 Negative 7 8 Table j. Chi Square Analysis of Observation and Simulated Teaching Group Responses to Item lQ_for the CPQ (Pre) and CPQ (Post) Test. Type of Groups . Changes Obs. Sim. T. Positive 26 24 No 81 78 Negative 28 19 APPENDIX M CHI SQUARE ANALYSIS OF OBSERVATION AND SIMULATED TEACHING GROUP RESPONSES TO ITEMS ON THE OBSERVATION AND SIMULATED TEACHING QUESTIONNAIRE Table a. to Item l_on the Observation and 173 Chi Square Analysis of Observation and Simulated Teaching Group Responses Simulated Teaching Questionnaire Response Groups Number Obs. Sim. T. l, 2 102 61 3, 4, 5 42 71 No Response 1 3 Table b. to Item g_on the Observation and Simulated Teaching Questionnaire Chi Square Analysis of Observation and Simulated Teaching Group Responses l Response Groups Number Obs. 316775. 1. 2 101 54 3, 4, 5 43 79 No Response 1 2 174 Table c. Chi Square Analysis of Observation and Simulated Teaching Group Responses to Item §.on the Observation and Simulated Teaching Questionnaire Response Groups Number Obs. Sim. T. l, 2 67 37 3, 4. 5 77 96 No Response 1 2 Table d. Chi Square Analysis of Observation and Simulated Teaching Group Responses to Item fl_on the Observation and Simulated Teaching Questionnaire Response Groups Number Obs. ' Sim. T. 1. 2 82 96 3. 4. 5 62 37 No Response 1 2 175 Table e. Chi Square Analysis of Observation and Simulated Teaching Group Responses to Item §_on the Observation and Simulated Teaching Questionnaire Response Groups Number Obs. Sim. T. l. 2 96 63 3, 4. 5 48 70 No Response 1 2 Table f. Chi Square Analysis of Observation and Simulated Teaching Group Responses to Item §_on the Observation and Simulated Teaching Questionnaire Response Groups 1 Number Obs. Sim. T. l. 2 102 60 3, 4. 5 42 73 No Response 1 2 Table 9. to Item Z.on the Observation and Simulated Teaching Questionaire 176 Chi Square Analysis of Observation and Simulated Teaching Group Responses Response Groups ‘1, Number Obs. Sim. T. 1, 2 74 58 3, 4, 5 69 75 No Response 2 2 Table h. to Item §_on the Observation and Simulated Teaching Questionnairem . Chi Square Analysis of Observation and Simulated Teaching Group Responses Response Groups :__ Number Obs. Sim. T. l, 2 88 37 3, 4, 5 56 96 No Response .1 2 177 Table i. Chi Square Analysis of Observation and Simulated Teaching Group Responses to Item 2_on the Observation and Simulated Teaching Questionnaire Response Groups Number Obs. Sim. T. l. 2 59 79 3, 4, 5 85 54 No Response 1 2 Table j. Chi Square Analysis of Observation and Simulated Teaching Group Responses to Item l9.on the Observation and Simulated Teaching Questionnaire Response Groups Number Obs. Sim. In 1. 2 64 94 3, 4, 5 80 39 No Response 1 2 Table k. to Item ll on the Observation and Simulated Teaching Questionnaire 178 Chi Square Analysis of Observation and Simulated Teaching Group Responses Response Group Number Obs. Sim. T. l, 2 66 66 3, 4, 5 78 66 No Response 1 3 Table l. to Item l; on the Observation and Simulated Teaching Questionnaire Chi Square Analysis of Observation and Simulated Teaching Group Responses Response Groups Number Obs. Sim. T. l, 2 77 84 3, 4. 5 66 48 No Response 2 3 179 Table m. Chi Square Analysis of Observation and Simulated Teaching Group Responses to Item l; on the Observation and Simulated Teaching Questionnaire‘ A Response _ Group Number Obs. Sim. T. 1. 2 47 60 3, 4, 5 96 .72 No Response . 2 3 Table n. Chi Square Analysis of Observation and Simulated Teaching Group Responses to Item lg_on the Observation and Simulated Teaching Questionnaire Response Groups Number Obs. Sim. T. 1 49 47 2, 3, 4,5 93 85 No Response 3 3 Table m. Simulated Teaching Questionnaire' 179 Chi Square Analysis of Observation and Simulated Teaching Group Responses to Item ll_on the Observation and .- *7 Response Group Number Obs. Sim. T. 1, 2 47 60 3, 4. 5 96 72 No Response 2 3 Table n. to Item l§_on the Observation and Simulated Teaching Questionnaire Chi Square Analysis of Observation and Simulated Teaching Group Responses Response Groups Number Obs. Sim. T. l 49 47 2, 3, 4,5 93 85 No Response 3 3 180 Table 0. Chi Square Analysis of Observation and Simulated Teaching Group Responses to Item l; on the Observation and Simulated Teaching Questionnaire Response Groups Number Obs. Sim. T. 1, 2 54 80 3, 4. 5 88 50 No Response 3 5 rant-rt! 1'3"!" ”WV ~.~~.-,- , ...,:;,§......« [yr-3,41 U92... Lani-1 ' .. - .3 - “, i5..-’.7 my; ; -- iii”: a :E‘RY 7 1.50.5 £4 "11113111111111fllfllhfilllilflljflfilfllis 0851