Teacher Behaviors The teacher should allow the students to figure out the main idea of a lesson on their own. (SD, D, A, SA) –SD=4, D=3, A=2, SA=1 The.

Teacher BehaviorsTeacher Behaviors

• The teacher should allow the students to figure out the main idea of a lesson on their own. (SD, D, A, SA)– SD=4, D=3, A=2, SA=1

• The teacher should provide drill and practice after each skill or section taught. (SD, D, A, SA)

– SD=1, D=2,=A=3, SA=4

COMPARING PERCEPTIONS OF COMPARING PERCEPTIONS OF RESEARCH-BASED EFFECTIVE RESEARCH-BASED EFFECTIVE

TEACHING BEHAVIORS: TEACHING BEHAVIORS:

A PILOT STUDYA PILOT STUDY

Edward FranklinEdward Franklin

University of Arizona, TucsonUniversity of Arizona, Tucson

IntroductionIntroduction

• In a traditional student teacher preparation program in agricultural education, there are three principal members or components.

Principle Players in Teacher Principle Players in Teacher Education DevelopmentEducation Development

University Teacher Cooperating Agriculture

Educators Teachers

Student Teachers

IntroductionIntroduction

• Student achievement is dependent upon effective teaching behaviors.

• What do educators know about effective teaching behaviors?

• Do educators with different years of experience differ in their attitudes toward effective teaching behaviors?

IntroductionIntroduction

• A comparison of attitudes toward research-based effective teaching behaviors from various groups in the education field had not been conducted.

• Differences in attitude exist between elementary and secondary teachers (Marchant, 1988).

• How do agricultural education teachers compare in their attitudes toward effective teaching behaviors?

Theoretical FrameworkTheoretical Framework• “Attitudes and beliefs are important concepts in

understanding teachers’ thought processes, classroom practices, change, and learning to teach” (Richardson,1966; p.102).

• “Teachers who are efficient and effective are more capable of affecting the lives of students than teachers who are not efficient and effective” (Wong ,1998 p.9).

• Little research has been conducted regarding attitudes toward the effective teaching behaviors identified through research. (Marchant, 1988)

Theoretical FrameworkTheoretical Framework• Secondary teachers were less supportive of research-based

teaching behaviors than elementary teachers (Marchant and Bowers,1988).

• University education faculty support for research-based behaviors was not significantly higher than that of undergraduate education students, or secondary teachers (Marchant, 1988).

• Effective vocational agriculture teachers and behaviors that distinguished them were identified as being more effective than their peers (Miller, Kahler, and Rhealult,1989).

Theoretical FrameworkTheoretical Framework

• “Teacher-preparing institutions will continue to ignore the research bases for their policies and curricula, and will continue the practice of developing teacher education programs based on university policies (ie., by faculty vote of faculty unburdened by data)” (Haberman,1985 as cited by Marchant regarding teacher education preparation institutions, p.57).

Perceptions of Research Based Perceptions of Research Based Effective Teaching BehaviorsEffective Teaching Behaviors

Teacher Education Cooperating Master

Faculty Teachers

University Classroom Instruction

Classroom Teaching Experience

Preservice Student Teachers

Perceived Effective Teaching Behaviors

Purpose and ObjectivesPurpose and Objectives

• To determine teacher attitudes toward research-based effective teaching behaviors.  1. With regard to attitudes toward research-based effective

teaching behaviors, determine if differences exist among teachers related to years of teaching experience.

2. With regard to support for research-based effective teaching behaviors, determine if differences exist among preservice student teachers, cooperating secondary agriculture teachers, and university teacher educator faculty.

MethodsMethods• This was descriptive study research of a

comparative nature. • Data were collected from three teacher groups

using a 36-item Likert-type scale Teacher Behavior Questionnaire (Marchant, 1988).

• Scale SA=4, A=3, D=2, SD=1.• Some items were reverse coded.• Range of scores: 36 – 144.• Instrument reliability was established at .76.

Study PopulationStudy Population

• Preservice student teachers (N=8). • Cooperative secondary agriculture

educators supervising individual student teachers (N=9).

• University agriculture teacher education faculty associated with a single agricultural education teacher-training university program (N=5).

Data CollectionData Collection

• The completed instruments were coded and the statistical program for social sciences (SPSS V. 11.5) was utilized to analyze the data.

• Frequency tables, means, standard deviation, and analyses of variance were run on the data.

FindingsFindings

• The mean number of years teaching experience for cooperating teachers was 14.8 (SD = 6.66).

• The mean number of years teaching experience for university agricultural education teacher educators was 26.4 (SD = 7.36).

Table 1Table 1

Mean years teaching experience and TBQ score Mean years teaching experience and TBQ score means & standard deviationsmeans & standard deviations..

Years teaching experience TBQ Total Score

Group n M SD M SDPre-service teachers (Pre test) 8 - - 102.87 4.54Cooperating teachers 9 14.8 6.66 109.11 6.31 University faculty 5 26.4 7.36 116.60 8.01

Range of ScoresRange of Scores

• Preservice Student Teachers – 98 - 111

• Cooperating Teachers – 99 - 118

• University faculty – 110 - 130

Table 2Table 2Means and standard deviations of student teachers, Means and standard deviations of student teachers, cooperating agriculture teachers, and university teacher cooperating agriculture teachers, and university teacher educators toward select research-based effective teaching educators toward select research-based effective teaching behaviors.behaviors.

Statements

Preservice student teachers

(n=8)

M SD

Cooperating agricultural

teachers

(n=9)

M SD

University teacher

educators

(n=5)

M SD

The teacher should allow the students to figure out the main idea of a lesson on their own.

2.75 .71 3.11 .78 2.80 .84

The teacher should provide drill and practice after each skill or section taught.a

3.25 .46 3.22 .44 3.80 .45

The teacher should expect all of the students to master the course content.a

2.38 .92 2.56 .73 3.40 .55

Scale: Strongly Disagree = 4, Disagree = 3, Agree = 2, Strongly Agree = 1.

Statements

Preservice student teachers

(n=8)

M SD

Cooperating agricultural

teachers

(n=9)

M SD

University teacher

educators

(n=5)

M SD

The teacher should not let the students know which assignments are for a grade and which are for practice.

1.88* .99 2.89* .60 4.00* .00

The teacher should sit at the teacher's desk while the students are doing seatwork and have students come up to the desk when they need help.

2.75* .71 3.33 .50 4.00* .00

The teacher should explain assignments and go over practice examples with the students before they are allowed to work independently.a

3.25 .89 3.33 1.32 3.60 .55

The teacher should introduce classroom rules and procedures one-at-a-time as they become necessary throughout the year.

2.50* 1.07 3.78* .67 3.80* .45

Statements

Preservice student teachers

(n=8)

M SD

Cooperating agricultural

teachers

(n=9)

M SD

University teacher

educators

(n=5)

M SD

The teacher should stick to the lesson regardless of student comments.

1.88* .64 2.56 .53 3.40* .55

The teacher should rephrase the question to the student when an incorrect answer is given in class.a

2.38* .92 3.44* .53 3.00 .71

The teacher should inform the students exactly what determines the grade on an assignment.a

3.25* .77 3.11* .33 4.00* .00

The teacher should immediately call on a student after asking a question in class.

2.75 .47 3.11 .60 3.20 .45

Table 3Table 3Analysis of variance of total scale scores.Analysis of variance of total scale scores.

Sum of Squares

df

Mean Square

F Sig.

Between Groups

584.491 2 292.245 7.702 .004

Within Groups

720.964 19 37.945

Total 1305.455 21

ConclusionsConclusions• As was anticipated, university teacher-educator faculty

scored highest on the TBQ, cooperating teachers scored in the middle, and preservice student teachers scored the lowest.

• Preservice student teachers were significantly different from university faculty.

• Student teachers in their beginning semester of teacher education courses would be gaining exposure to effective teaching behavior research and may have little or no experience from which to draw.

• Marchant (1988) cautions readers that scores of secondary teachers with many years of experience could possibly differ from secondary teachers with less years.

ImplicationsImplications• Findings from preservice student teachers will be

used as baseline data to determine measurable change in the attitude of preservice student teachers toward research-based effective teaching behaviors.

• Student teachers will be surveyed once again at the completion of their 13-week internship to determine if their attitudes toward effective teaching behaviors changed significantly from behaviors assessed at the beginning of their pre-service experience.

ImplicationsImplications

• In order for teachers to gain an awareness and support for these behaviors, they should be exposed to information regarding the research-based effective teaching behaviors.

RecommendationsRecommendations

• Other university teacher preparation program faculty could measure and compare attitudes of secondary cooperative teachers toward effective teaching behaviors with themselves as a method to identify future cooperating teachers.

• The questionnaire may be used as tool to screen student teacher applicants during their application process.

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