Skill Acquisition and Reflection‐based Decision Making in a Teaching Laboratory: an evaluative study

This paper continues the tradition of research, development and evaluation of teaching laboratories, and, at the same time, extends earlier research in two directions: by placing more emphasis on the improvement of a reflection‐based decision‐making ability in becoming a teacher (beyond effective skill acquisition), and by concentrating on the improvement of presentation skills, an area neglected in teacher training. Based on research on teaching and teacher training, a training program was developed for enhancing the trainees’ nonverbal expressiveness in presentations that, by fostering reflection‐based decision making through experimenting with presentation skills in a laboratory with feedback and discussions, also improves the clarity, interest and social climate of presentations. The evaluation of the most recent Version of this program reveals that significant gains could be achieved not only in nonverbal expressiveness as an indicator for successful skill acquisition, but also in the global aspects of successful lecturing indicating that the program was also effective for the improvement of the trainees’ reflection‐based decision making.     

Among Those Present

Abstract

Using a multiple-baseline design, investigators examined the effects of an in-service teacher training program on several teaching behaviors of elementary school teachers under both training and post-training conditions. Two non-equivalent control group designs were used to evaluate a principal-classroom-visits package, which was developed to help maintain teachers’ post-training use of the skills. Possible effects of observer presence on the post-training maintenance of the behaviors were examined. The in-service training program successfully produced changes in all of the targeted teaching behaviors. Under post-training conditions, after several weeks in which no observers were present, teachers used the skills at levels comparable to those of teachers who were observed weekly. Several teachers in each group retained use of the skills after training, suggesting that the principal-classroom-visits may be necessary as a maintenance procedure for only some teachers. Both the in-service teacher training program and the principal-classroom-visits were rated very favorably by teachers on evaluation questionnaires.     

Technology training for older job-seeking adults: The efficacy of a program offered through a university-community collaboration

ABSTRACT

Many older adults who lose their jobs face challenges in finding new employment due to fundamental limitations in their technology skills. While training could give them the skills they need, older workers often have less access to training programs than younger workers. This study examined the feasibility of using an e-learning training program developed for older job-seeking adults lacking the requisite technology skills to find employment. Implementation of the training program was based on a partnership established between university researchers and a community organization. Thirty-five participants aged 50–71 years provided data regarding their previous work histories and problems that they encountered while seeking employment. They completed 12 hours of training in Microsoft Excel and were given multiple-part problems to assess what they had learned. They also provided evaluations of the program. Participants who enrolled in the training had limited computer skills; after a relatively short amount of training, many were able to perform Excel functions such as entering data and using formulas. Most participants indicated that the training they received was very beneficial, and that they had a basic understanding of Excel. Overall, this project demonstrated that academic-community partnerships can provide an effective strategy for delivering training to older adults.     

The Relationship between Personality and Achievement Variables in the Elementary School

Abstract

A 20-hour training program in human relations skills was provided for two groups of student teachers using the model initially developed by Carkhuff (3). One group received training concurrent with the student teaching experience while the other received human relations training immediately prior to student teaching experience. A control group of student teachers received no training. Results indicated that the training was highly successful, however, the group trained before the student teaching experience decreased in human relationship skills following the experience. The concurrently trained group, while exhibiting no deterioration, did not achieve as high an initial level of functioning as the former group. The attitudes of both experimental groups toward the training experience were extremely favorable. Implications of the findings for the timing of human relations training groups in the teacher education process were considered.     

Developing Nonthreatening Expertise: Thoughts on Consultation Training From the Perspective of a New Faculty Member

A new faculty member's experiences teaching consultation for the first time are described. Several dilemmas and challenges involved in the initial planning of a consultation course are discussed, including: how to fit the consultation course into the broader school psychology training program; how to balance didactic and applied training; and how to teach the interpersonal skills necessary for students to form productive, collaborative relationships with diverse adults. It is argued that Black feminist epistemology (Collins, 2000) provides a potentially useful framework for helping students develop effective collaborative skills.     

EVALUATION OF A MEDICINE INFORMATION TRAINING PROGRAM FOR OLDER PEOPLE

This article describes a medicine information training project initiated through concerns of older people in Australia about the inappropriate use of medicines and adverse consequences on their health. The training program uses experiential and adult learning strategies to train older people to act as advocates and peer role models to inform their peers on the wise use of medicines. The process evaluation conducted established the high quality of the training program's content, staff, documentation, and other resources. However, feedback from graduates indicated the difficulties experienced by older learners when the training is too concentrated. The wide reach of the program, as assessed through the extensive recorded activities of the program's graduates in the community, was positive. The immediate impact evaluation on those completing initial training identified an increase in self‐reported self‐esteem, whereas the intermediate evaluation on experienced graduates showed that growth in personal development had been sustained several years post‐graduation. None regretted volunteering to be trained and all reported deriving great satisfaction from assisting their peers. They would recommend the training to others, but only if they are willing to listen and invest the time needed during and after training. Relatively high rates of attrition due to death, ill‐health, and family commitments were recorded and implications noted. This project successfully mounted a community‐based program to train older people to act as peer educators, with noticeable benefits to program participants. The procedures used, and the insights obtained through participants’ feedback, have relevance for planning other training programs for older learners.     

Effects of Social Skills Training for Students with an Intellectual Disability

This study examined the effects of a computer‐assisted social skills intervention on the social competence of 73 students with a mild intellectual disability (age range: 11.0 to 15.0) within an experimental and control group design. The experimental group (N= 38) was trained with the I Found a Solution computer‐supported package while the control group (N= 35) worked on computer‐related keyboard and writing skills. The intervention consisted of the computer‐supported program and teacher‐guided work, small‐group discussions and transfer to actual real‐life conflicts. Each student was assessed before and after the training on: teacher‐rated social skills and disruptive behaviour, peer‐rated social acceptance, and self‐rated loneliness. A 2‐way MANOVA with repeated measures (grouping by gender, with pre/post training scores as the repeated measures) revealed that the experimental group increased their different measures of social competence, and the differences between them and the control group were significant following the intervention. However, no significant differences between the experimental and control groups were found in their loneliness experience. Implications for intervention and additional research are discussed.     

‘I never imagined I’d have to teach these children’: providing authentic learning experiences for secondary pre‐service teachers in teaching students with special needs

This article describes a collaborative and cross‐curricula initiative undertaken in the School of Education at the University of Queensland, Brisbane, Australia. The project involved developing an integrated approach to providing professional year pre‐service secondary teacher education students with experiences that would assist them to develop their knowledge and skills to teach students with special needs in their classrooms. These experiences were undertaken in the authentic teaching and learning context of a post‐school literacy program for young adults with intellectual disabilities. In preliminary interviews pre‐service teachers revealed that they lacked experience, knowledge and understanding related to teaching students with special needs, and felt that their teacher education program lacked focus in this field. This project was developed in response to these expressed needs. Through participating in the project, pre‐service teachers’ knowledge and understanding about working with students with diverse learning needs were developed as they undertook real and purposeful tasks in an authentic context.     

职前教师多维培养的探索

以深化教师教育改革、推进能力建设为契机,探讨从教育教学实习、师范技能训练和培养计划制订等方面多维培养职前教师的模式、途径与方法。在反思和改革职前教师培养各个环节过程中,要充分利用信息技术,不断提高人才培养质量和效益。     

Comparative study of the evaluation of professional competencies by experienced and trainee Spanish primary teachers

Taking as reference the proposals of the European Higher Education Area, the aim of this study is to identify the competencies which a wide sample of teachers in Spanish primary schools (6–12 age group) consider to be important for their professional performance and which they use in their everyday teaching, and to what extent their university training prepared them for their practising professional development. To do this, an ad hoc instrument was devised and applied to experienced practising teachers and to teacher trainees who were on teacher training placements during the last semester of their course. The results of the study show that initial teacher training should deal in depth with the competencies related to the organisation and management of teaching–learning, the use of new technologies in the primary classroom, the involvement of the families, education in values, social skills and skills for working in professional groups. Finally, proposals are made for training based on the articulation between theory and practice, to allow the professional competencies mentioned to be developed and used in practice, as well as encouraging close collaboration between teacher trainers and experienced practising teachers.     

Reforming Ghanaian teacher education towards preparing an effective pre‐service teacher

The role of teaching practice in pre‐service teachers' training at the University of Education, Winneba in Ghana is reported. Teaching practice as a teacher development programme has come under the limelight for some time now in Ghana. The Initial Teacher Training Colleges (ITTC) in Ghana and the University of Education, Winneba (UEW) have replaced the four‐week per year teaching practice with a new programme that seeks to enhance the efficiency of teacher‐trainees. This involves teacher‐trainees spending the entire last year of their training period out of campus to undertake teaching practice. In UEW the programme is dubbed ‘Student Internship’. The programme is an outcome of recent developments in the policies and practices of teacher education in Ghana. At UEW the innovative programme aims at reforming the training of the teacher‐trainees so as to infuse greater professionalism into the students that the university turns out yearly. Despite the initial criticisms that the duration was too long, the programme has taken off with well‐prepared structures that gave a resounding success to the first batch of teacher‐trainees.     

Teacher education and LEA perspectives on disruptive behaviour: initial teacher training

From an examination of documents obtained from forty‐nine local education authorities (LEAs), a research suggested as useful by a project on disruptive behaviour (Lawrence, Steed & Young, 1978), an account was obtained of the expectations of LEAs as to how initial teacher training, programmes should introduce teachers to the skills required for coping with disruptive behaviour. This paper reports the findings derived from these LEA documents and examines their implications for initial teacher training.

LEAs are asking colleges to provide factual information about facilities, discussion of major related concepts and training in observational skills, and in a problem solving approach. These requirements are modest and feasible, but require staff who are up‐to‐date vis‐a‐vis disruptive behaviour.     

AN INSTRUMENT TO MEASURE SELF‐RESPONSIBILITY FOR WELLNESS IN OLDER ADULTS

Literature relating to the well‐being of older adults was reviewed to identify indicators relevant to the construct of self‐responsibility for wellness. The wellness model proposed by Travis (1981) has produced a variety of concepts which can be useful in improving the quality of life for older adults. The purpose of this study was to develop an instrument which would assess an individual's self‐responsibility for wellness. A 47‐item instrument developed for this purpose was evaluated by experts in gerontology and psychology. After revision and reevaluation it was field‐tested on a sample of 180 older adults (60 years of age and over). In order to take preliminary steps in establishing the validity and reliability of this instrument, the data were evaluated and an item analysis conducted to identify poor items. Cronbach's coefficient alpha was also computed (α = .90). A test‐retest correlation coefficient was computed, and an analysis of variance was performed to test for the relationship between self‐responsibility for wellness and demographic variables obtained during the field test.

The field testing of the instrument served as an educational needs assessment study. Evidence has been provided that there is a significant need for education programs which can provide training in the wellness skills as assessed by the instrument.     

‘My colleagues wear blinkers . . . If they were trained,they would understand better’. Reflections on teacher education on inclusion in Cyprus

This paper discusses fundamental theoretical issues in relation to education on inclusion. These issues inform core decisions about initial teacher education courses and in‐service teacher‐training programmes on inclusion. International and local discussions and research in this area formed the background for the design and implementation of a 2‐year funded research project whose aim was to record teachers' knowledge, attitudes and skills in relation to inclusion before developing an in‐service training programme that suited their profiles. The paper focuses on Greek‐Cypriot teachers' perceptions of their initial and in‐service teacher education on inclusion in Cyprus, as revealed by survey and interview findings. The findings are discussed with reference to relevant literature from Cyprus and other countries in an attempt to draw connections between teacher education, local culture and international practice. The paper concludes with a discussion of the argument that in‐service training programmes on inclusion are of central importance, not only for Cyprus but also for other countries. We argue that teachers' initial education does not guarantee a shared understanding of inclusive education; therefore, in‐service teacher‐training programmes need to be carefully planned and delivered to all schoolteachers to address both theoretical and practical aspects of inclusive education effectively.     

Personality and Performance Research—New Theories and Directions Required

One purpose of teacher education is to help future teachers develop the necessary knowledge, abilities, and skill for good teaching. A second purpose is to develop the commitment to use this knowledge, ability, and skill when trainees graduate from the training program and begin their teaching careers. There is evidence to suggest that teacher education programs can successfully achieve the first purpose, but success in the development of commitment to good teaching has not yet been demonstrated. By applying Becker's conception of commitment, a two-step plan for developing commitment in teacher education is proposed. The first step is to identify and assess commitment, the second step is to record behavioral indicators of commitment and to use these records to help future teachers develop commitment. In physical education, the improvement of teaching is vital to the future of the field; thus it is critical that teacher education programs help their students develop commitment to good teaching as well as develop effective teaching skills     

Early literacy interventions: The relative roles of storybook reading, alphabetic activities, and their combination

The study examined the differential contributions on vocabulary and alphabetic skills of three literacy programs: (a) storybook reading program; (b) alphabetic skills program; and (c) a combined program. It was expected that storybook reading would enhance primarily vocabulary while alphabetic skills training would promote primarily alphabetic skills. Program by age interactions were examined in two age groups (3–4 and 4–5 years old) to test whether the storybook reading program may be more productive for the younger children whereas alphabetic skills program more productive for the older children. Twelve low-SES preschools participated in the study, three in each program and three as a comparison group. Results indicated that the children in the three intervention programs progressed significantly more than the comparison group on name writing, letter knowledge and phonological awareness. Further, the alphabetic skills program outperformed the other groups on word writing, letter knowledge and initial letter retrieval, whereas the storybook reading program outperformed only the comparison group. Results on the combined program were mixed – enhancing more initial letter retrieval and book vocabulary than storybook reading program. In general, no differences emerged in the progress of younger versus older children except on receptive vocabulary – the younger surpassing the older in all programs.     

基于视频案例的职前教师教育资源设计与应用模式构建

教师专业能力的发展是个连续统一体。职前教师教育作为教师教育的起步阶段,扮演着重要的角色。然而综观职前教师的培养过程,皆缺乏有效培养课堂教学临床能力的机制。随着教育技术在教育教学中的广泛应用,视频技术和网络技术的发展为教育类课程的教学提供了新的视野。为此,我们试图设计通用于教育类课程、培养师范生教学能力的视频案例资源。并基于混合学习的理念,建构了一种基于视频案例资源、集课堂案例教学和网络案例学习于一体的教学模式。     

实习支教,置换培训：一种双赢的教师教育模式

师范生实习支教,置换教师培训是通过组织高师院校师范生到农村中小学进行教育实习,在一定时期内顶替现职农村学校教师的岗位,被置换出的农村教师参加由高师院校组织的短期脱产培训。这是一种双赢的教学和培训模式,它有效提高了师范生的教学技能,切实解决农村教师队伍素质不高这一制约农村基础教育发展的根本问题。文章从当前教育实习和教师培训中存在的问题入手,讨论＂实习支教,置换培训＂的实践价值并对其有效实施提出了相关的建议。     

Improving Instruction and Classroom Management Behaviour in Mixed‐age Classrooms: results of two improvement studies

This article describes the results of a second school improvement study directed at schools with mixed‐age classes, and compares the results of this second study with the first study. The second improvement study examines the effects of a staff development programme which introduced selected findings from teaching effectiveness research into ongoing school settings with mixed‐age classes. In addition to the staff development programme the effects of coaching are also evaluated. In contrast to the first improvement study the staff development programme was implemented by teacher educators and school counsellors in the regular educational support context (in‐service teacher education). A quasi‐experimental, treatment‐control group investigation was designed to test the effects of the staff development programme ‘Dealing with mixed‐age classes’, and the effects of coaching. Based on pre‐ and post‐training classroom observations, the second improvement study‐‐like the first one‐‐revealed a significant treatment effect for pupils’ time‐on‐task levels in mixed‐age classrooms, and for teachers’ instructional and classroom management skills. Only two coaching effects were found: for organising effective instruction and for dealing with disturbances. Time‐on‐task levels improved more strongly in classes of coached teachers. In the second improvement study the effects on teacher instructional and classroom management skills, and pupil behaviour are smaller than in the first study. The staff development programme as conducted in regular in‐service settings by teacher educators and school counsellors was less effective than the staff development programme as conducted in an evaluation setting by the designers of the programme.