Interbehavioral field systems assessment: Examining its utility in preservice teacher education

The Effects of a Sportsmanship Curriculum Intervention on Generalized Positive Social Behavior of Urban Elementary School Students

“…Wednesday of each week for 1 academic year was chosen for data collection because it was representative of the gymnasium and regular education class activities studied. Observations consisted of computer-assisted real-time recording (see Hawkins, Sharpe, & Ray, 1994;Sharpe, Hawkins, & Ray, 1995) of the frequency or duration of target teacher and student behaviors occurring in the 45-min physical education period for each class and in the 45-min regular education class cooperative activity each afternoon. The social coding scheme was derived inductively from observations of teacher and student behaviors within the setting to be studied (see Sharpe & Hawkins, 1992).…”

The effects of a sequential behavior analysis protocol on the teaching practices of undergraduate trainees.

“…3. For a more thorough discussion of what types of information are represented when using the evaluation plus feedback instrument and what types of feedback and goal setting are used in the deliberate practice sessions see respectively Sharpe (1996Sharpe ( , 1997aSharpe ( , 1997b; Hawkins, Sharpe, and Ray (1994); and Sharpe, Hawkins, and Ray (1995). This document is copyrighted by the American Psychological Association or one of its allied publishers.…”

“…Behavioral evaluation of teachers-in-training has experienced a long and productive history. When used as an evaluation tool, systematic observation of teacher and pupil behavior has endeavored to answer the questions of how to have teacher-trainees acquire a functional repertoire of teaching skills, and how to ensure their competent and reliable use of those teaching skills once on the job (Sharpe, Hawkins, & Ray, 1995). Behavioral evaluation in teacher training has been productive in improving (a) general instructional practices (e.g., Ingham & Greer, 1992; Kamps, Leonard, Dugan, Boland, & Greenwood, 1991) and specific competencies, such as pupil attending, classroom control, and pupil praise (Cooper, Thomson, & Baer, 1970; Cossairt, Hall, & Hopkins, 1973; Hall, Panyon, Rabon, & Broden, 1968; Page, Iwata, & Reid, 1982).…”

“…Behavioral evaluation in teacher training has been productive in improving (a) general instructional practices (e.g., Ingham & Greer, 1992;Kamps, Leonard, Dugan, Boland, & Greenwood, 1991) and specific competencies, such as pupil attending, classroom control, and pupil praise (Cooper, Thomson, & Baer, 1970;Cossairt, Hall, & Hopkins, 1973;Hall, Panyon, Rabon, & Broden, 1968;Page, Iwata, & Reid, 1982). Physical education teacher education (Darst, Zakrajsek, & Mancini, 1989;Landin, Hawkins, & Wiegand, 1986;Sharpe, Hawkins, & Ray, 1995) and special education (Miller, Harris, & Watanabe, 1991;O'Reilly & Renzaglia, 1994;Warger & Aldinger, 1984) are two well-documented teacher-training areas with a positive impact on the professional development of teachers when behavioral evaluation of teaching activities are implemented by trained supervisors.…”

“…Found with greater frequency in the contemporary behavior analysis literature, sequential behavior analysis (cf, Greenwood, Carta, Arreaga-Mayer, & Rager, 1991;Sharpe, 1996Sharpe, , 1997Sharpe, Hawkins, & Ray, 1995) is one methodological effort to make explicit the temporal connections between behavior occurrences, and to also determine which connections are more or less effective in particular situational contexts. Such an analysis holds particular appeal for teacher education research and evaluation, as the method has the demonstrated potential to sequentially connect teacher-trainee behavior to challenging pupil behavior in situational context.…”