Teachers' Use of a Verbally Governed Algorithm and Student Learning

Autor/inn/en	Keohane, Dolleen-Day; Greer, R. Douglas
Titel	Teachers' Use of a Verbally Governed Algorithm and Student Learning
Quelle	In: International Journal of Behavioral Consultation and Therapy, 1 (2005) 3, S.252-271 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1555-7855
Schlagwörter	Inservice Teacher Education; Teaching Methods; Learning Problems; Instructional Effectiveness; Student Reaction; Behavior; Verbal Communication; Decision Making; Academic Achievement + Suchen Sie Ihr Suchwort? Lehrerfortbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Lernproblem; Unterrichtserfolg; Schülerkritik; Decision-making; Entscheidungsfindung; Schulleistung
Abstract	The effects of instructing teachers in the use of a verbally governed algorithm to solve students' learning problems were measured. The teachers were taught to analyze students' responses to instruction using a strategic protocol, which included a series of verbally governed questions. The study was designed to determine whether the instructional method would affect the number of verbally governed decisions which the teachers made as well as the number of academic objectives achieved by the teachers' students. A multiple baseline design across three teachers and six students was used to measure the effectiveness of the instructional procedures. The results indicated that the teachers' students achieved significantly more learning objectives when they used a verbally governed algorithm to solve instructional problems. (Contains 4 tables and 5 figures.) (As Provided).
Anmerkungen	Joseph Cautilli, Ph.D. & The Behavior Analyst Online Organization. 535 Queen Street, Philadelphia, PA 19147-3220. Tel: 215-462-6737; Web site: http://www.baojournal.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10