Early Childhood Preservice Teachers' Use of Verbal and Non-Verbal Guidance Strategies Across Classroom Contexts |
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| Authors: | Lori A Caudle Min-Jung Jung Hillary N Fouts Heather S Wallace |
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| Institution: | 1. Department of Human Services , Western Carolina University;2. Department of Child and Family Studies , The University of Tennessee;3. Centerstone Research Institute |
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| Abstract: | Observations of preservice teachers often lack information about specific strategies they use when guiding children's behavior. This study investigated how preservice teachers used verbal and non-verbal behavior modification techniques within structured and transition classroom contexts. Using an on-the-mark 20-second observe and 10-second record method, eleven preservice teachers were observed in classrooms for two morning hours. A repeated measures MANOVA revealed two significant two-way interactions, which included types of modification techniques and types of contexts (Wilks's λ = .38, F(2, 9) = 7.37, p  | |
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