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|Title:||The effectiveness of interactive video simulation in teaching discipline theory to preservice teachers|
|Author(s):||Dawson, Bruce Alan|
|Doctoral Committee Chair(s):||Johnson, William D.|
|Department / Program:||Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
|Subject(s):||Education, Teacher Training
Education, Technology of
|Abstract:||The purpose was to investigate the effect interactive video simulations have on the ability of junior level preservice teachers to learn the Kounin Desist Strategies for classroom discipline.
The results were as follows:
The performance scores on the posttest indicated a statistically significant difference among the experimental, control, and expert groups. The performance scores on the posttest also indicated a statistically significant difference between the experimental group and the control group. However, when comparing the performance scores on the posttest between genders, no statistically significant difference was indicated.
Four personality factors were also considered for correlation against performance. No statistically significant correlations were found. Using the Sixteen Personality Factors Questionnaire (16PF), the four personality factors considered were (a) Introversion vs. Extraversion, (b) Low Anxiety vs. High Anxiety, (c) Sensitivity, Emotionalism vs. Tough Poise, and (d) Dependence vs. Independence.
The investigator concluded that interactive video simulations can help preservice teachers learn discipline theory. The premise that interactive video simulations can be beneficial in equal measure to either sex is supported. Finally, personality factors seem to play little or no role in the ability of preservice teachers to learn discipline theory with the aid of interactive video simulations.
|Rights Information:||Copyright 1989 Dawson, Bruce Alan|
|Date Available in IDEALS:||2011-05-07|
|Identifier in Online Catalog:||AAI8924804|