The effect of an individualized in-service program on teacher questioning and student verbal participation

dc.contributor.advisorBishop, John E., Jr.
dc.contributor.committeeMemberHollis, Loye Y.
dc.contributor.committeeMemberSanders, Stanley G.
dc.contributor.committeeMemberSchomburg, Carl E.
dc.contributor.committeeMemberStewart, Robert L.
dc.creatorZoch, Rudy Franklin, 1934-
dc.date.accessioned2022-07-01T19:36:18Z
dc.date.available2022-07-01T19:36:18Z
dc.date.copyright1970
dc.date.issued1970
dc.description.abstractPurposes of the Study. The purposes of this study were (1) to determine the extent to which kindergarten and first-grade teachers employed higher level cognitive operations prior to, during, and after individual instruction; (2) to determine the degree of teacher-pupil verbal interaction prior to, during, and after individual instruction; and (3) to determine the extent to which selected materials and learning activities helped the kindergarten and first-grade teachers employ higher level cognitive operations and elicit more student verbal participation. Sources of Data and Procedures. An analysis was made of the oral discourse of the Greater Houston area Lutheran kindergarten and first-grade religion classes using Sanders' taxonomy of questions prior to, during, and after an individualized in-service program. The study consisted of thirty-four teachers teaching 694 pupils who were in twenty different Lutheran schools. The teachers were divided into two groups with seventeen in the experimental group and seventeen in the control group. The teachers recorded on tape the oral discourse of their religion lessons prior to, during, and after the in-service program. After the lessons were analyzed, the teachers were given suggestions for improving the lessons. All teachers in both groups were engaged in the same type of in-service program. Each received written individual suggestions; however, the experimental teachers received two additional hours of individual oral instruction. This individualized in-service program was called the MODIPAK Instructional Program.
dc.description.departmentEducation, College of
dc.format.digitalOriginreformatted digital
dc.format.mimetypeapplication/pdf
dc.identifier.other13983187
dc.identifier.urihttps://hdl.handle.net/10657/10353
dc.language.isoen
dc.rightsThis item is protected by copyright but is made available here under a claim of fair use (17 U.S.C. Section 107) for non-profit research and educational purposes. Users of this work assume the responsibility for determining copyright status prior to reusing, publishing, or reproducing this item for purposes other than what is allowed by fair use or other copyright exemptions. Any reuse of this item in excess of fair use or other copyright exemptions requires express permission of the copyright holder.
dc.subjectEducation, Primary
dc.subjectCognition
dc.titleThe effect of an individualized in-service program on teacher questioning and student verbal participation
dc.type.dcmiText
dc.type.genreThesis
dcterms.accessRightsThe full text of this item is not available at this time because it contains documents that are presumed to be under copyright and are accessible only to users who have an active CougarNet ID. This item will continue to be made available through interlibrary loan.
thesis.degree.collegeCollege of Education
thesis.degree.departmentEducation, College of
thesis.degree.disciplineEducation
thesis.degree.grantorUniversity of Houston
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Education

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