Browsing by Author "Bray, James Houston"
Now showing 1 - 2 of 2
- Results Per Page
- Sort Options
Item A component analysis of a teacher training program(1978) Bray, James Houston; Howard, George S.; Kasschau, Richard A.; Johnsen, Bredo C.The present study is a component analysis of a comprehensive teacher training program. The study investigated the effects of three types of training on graduate teaching assistants' (TAs) teaching behavior, perception of teaching ability, and ratings of effectiveness by their students. Thirty-eight TAs either (1) participated in a comprehensive training program, (2) received videotape feedback and consulting, (3) received mid-term student ratings feedback and consulting, or (4) no training. Analysis of the data using multivariate analysis of variance indicated that the treatments were effective in producing positive changes in teachers' self-ratings of teaching ability, teaching behavior, and marginally in student rated progress relative to a no-treatment control group. A priori comparisons denoted that the full treatment and videotape groups changed significantly more than the other groups but were not significantly different from each other. In addition, retrospective pre tests were collected to ascertain possible response-shift bias. Comparisons of pre/post versus retrospective pre/post self-reported change scores confirmed the hypothesis that response-shift bias was operating and that retrospective pre-tests were a more valid index of self-reported change. Implications and methodological considerations for future teacher training programs are discussed.Item Interactive effects of teacher sex-role, student sex-role, and teacher warmth on the evaluation of college instruction(1976) Bray, James Houston; Howard, George S.; Malin, Jane T.; Chafetz, Janet SaltzmanThe present study examined the influence of teacher sex-role orientation, student sex-role orientation, and teacher warmth as perceived by students and teachers on teacher evaluations. Thirty teachers ( ten from each sex-role category) and students from one of their classes were the subjects in the study. A total of 497 students completed all of the required information. Teachers completed a Bern Sex-Role Inventory (BSRI) to determine their sex-role orientation and a warmth questionnaire to rate their warmth and interest. Students in the study completed the BSRI, the warmth questionnaire to rate their teacher's warmth and interest, and the IDEA questionnaire to evaluate their teacher's progress and effectiveness. Analysis of variance and and multiple linear regression techniques were used to analyze the data. The analysis indicated the following: 1. There was no interaction between teacher sex-role orientation and student sex-role orientation. 2. There was an interaction between teacher sex and student sex. 3. Androgynous teachers were rated overall higher than either masculine or feminine teachers. 4. Teachers who rated themselves as above average on warmth and primarily interested in students received significantly higher ratings than did their below average warmth or course content oriented counterparts. The same relationship was found when students rated teacher warmth and interest. 5. Multiple regression analyses revealed that although the above relationships are statistically significant, the amount of variance they account for (multiple R and R[squared]) was quite small. Implications of the finding and possible areas of further research were discussed. It was suggested that further research look more into the student's head to determine which characteristics are most important when rating teacher effectiveness.