Few teaching areas receive greater attention by administrators than classroom management and discipline. Given the importance of managerial skills, how do teachers develop the pedagogical content knowledge and skill to assist in the appropriate selection and application of management techniques? This study was designed to compare the Interactive Video Classroom Management Training Program (IVCMTP), a teacher-directed videotape, and a traditional lecture instructional mode for instructional effectiveness in developing teaching candidates’ declarative knowledge of classroom management. ANCOVA indicated significant group effects (p < .05). Post hoc procedures revealed that the interactive video instruction program group scored significantly higher on a cognitive managerial assessment instrument than the teacher-directed video instruction group, the teacher-directed instruction group, or the control group. An interactive video training program appears to be an effective means for developing classroom management knowledge when compared to more traditional teaching methods.
The purpose of this study was to investigate the effect of the strength of perceptual style preference on the acquisition of a novel motor task. The Physical Needs element of the Learning Style Inventory was administered to 98 students, 14 to 15 yr. old, to determine the strength of their perceptual preferences for processing auditory, visual, and kinesthetic/tactile information. Subjects practiced the tennis-ball basket-bounce test as a novel task 8 times (3 practice and 5 test trials) per day for 9 days. Subjects were grouped according to the strength of their perceptual preferences: Group 1 ( n = 15) in the top quartile on all perceptual modes; Group 2 ( n = 16) at the median on all modes; and Group 3 ( n = 14) in the bottom quartile on all modes. Scores on the ball-bounce task were compared across groups using a 3 (groups) × 9 (days) analysis of variance. There were over-all significant differences between perceptual-preference groups and across days, but no significant interaction was detected. The composite strength of perceptual-style preference as measured is potentially important in acquisition of this motor skill.
Student's ratings of teaching performance were compared for those whose preferences for learning style were strongly matched ( n = 77) and strongly mismatched ( n = 40) with their instructors' preference of teaching style. Canfield's Learning Styles Inventory and Canfield and Canfield's Instructional Styles Inventory measured learning and teaching style preferences. The rating scale was designed from a catalog of items. Analysis of variance indicated no significant differences in instructors' ratings between the two groups.
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