The Use Of A Cross-Over Design In A Study Of Student Teachers’ Classroom Behaviors

Wilk, Roger E.

doi:10.1080/00220973.1963.11010787

Cited by 3 publications

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References 4 publications

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“…After the order of teaching experience had been assigned, each student teacher was randomly placed in a classroom at the appropriate level in an accessible geographical area. This procedure assured that the three experimental factors of preference, level, and order could be estimated (Wilk, 1963) and that the socioeconomic status of pupils could not bias the observed behaviors. Other factors such as the personality of the supervising teacher, for example, became a part of the experimental error because of the randomization.…”

Section: Design Of the Studymentioning

confidence: 99%

An experimental study of the effects of classroom placement variables on student teacher performance.

Wilk¹

1964

Journal of Educational Psychology

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This paper describes an experimental study designed to test the effect of certain variables associated with the placement of student teachers on their classroom behaviors and to control certain other factors to prevent their influence upon these behaviors. Data from the classroom observation of 36 women student teachers in elementary education were used to test the effect of placement variables. The results showed that all but 2 of 11 scales used to describe classroom performance were significantly affected by 1 or more placement factors. It was concluded that classroom placement factors such as those studied do affect observed classroom behaviors.

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Section: Design Of the Studymentioning

confidence: 99%

An experimental study of the effects of classroom placement variables on student teacher performance.

Wilk¹

1964

Journal of Educational Psychology

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Predictions and Performance: An Experimental Study of Student Teachers

Wilk¹,

Edson²

1963

Journal of Teacher Education

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Dr. Wilk is associate professor of educa tion and assistant director of student per sonnel for research, and Dr. Edson is pro fessor of education and director of student personnel, College of Education, University of Minnesota, Minneapolis. The authors wish to acknowledge the important contri bution of Dr. Don Davies, Executive Secre tary, National Commission on Teacher Education and Professional Standards, and of Dr. Naomi C. Chase, associate professor of education, College of Education, Univer sity of Minnesota, Minneapolis, who as sisted in the planning and conduct of the study. The research reported herein was performed pursuant to a contract with the U.S. Office of Education.

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The Relationship of University Supervisors and Supervising Teachers’ Ratings to Observed Student Teachers’ Behavior

Lantz

1967

American Educational Research Journal

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The Use Of A Cross-Over Design In A Study Of Student Teachers’ Classroom Behaviors

Cited by 3 publications

References 4 publications

An experimental study of the effects of classroom placement variables on student teacher performance.

An experimental study of the effects of classroom placement variables on student teacher performance.

Predictions and Performance: An Experimental Study of Student Teachers

The Relationship of University Supervisors and Supervising Teachers’ Ratings to Observed Student Teachers’ Behavior

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