Current Search: VICKERS, THOMAS WESLEY (x)
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Title
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DESIGN AND EVALUATION OF A MODEL TO TRAIN COMMUNITY COLLEGE INSTRUCTORS IN EFFECTIVE USE OF LECTURE-DISCUSSION.
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Creator
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VICKERS, THOMAS WESLEY, Florida Atlantic University
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Abstract/Description
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A model to train community college instructors in the use of classroom lecture-discussion was designed, field tested and evaluated. Data for the design of the model were obtained through questionnaires submitted to community college instructors and administrators, feedback from students involved in the field test and a review of the literature. Evaluation of the model measured its effectiveness in positively altering classroom use of lecture-discussion skills. Three instruments were developed...
Show moreA model to train community college instructors in the use of classroom lecture-discussion was designed, field tested and evaluated. Data for the design of the model were obtained through questionnaires submitted to community college instructors and administrators, feedback from students involved in the field test and a review of the literature. Evaluation of the model measured its effectiveness in positively altering classroom use of lecture-discussion skills. Three instruments were developed and used for evaluation along with the Flanders Interaction Analysis Scale. Demographic data were collected and analyzed to discern trends, patterns and interrelationships among the variables. Pre- and post-training scores on the evaluative instruments were obtained by having subjects present lecture-discussions under controlled conditions prior to and after undergoing the training prescribed in the model. Results indicated that the training model had a significant impact on classroom use of lecture-discussion. Subjects scored significantly higher on post-training evaluations, leading to the conclusion that the model was effective in teaching subjects lecture-discussion skills. A comparison of pre- and post-training scores obtained on the Flanders Scale indicated the training model had little effect on the amount of classroom time devoted to the four areas of activity measured. A correlation between self-evaluation scores and scores generated by subjects participating as students in the lecture-discussions indicated no relation. Regression analysis indicated self-evaluation scores were not accurate predictors of student evaluation scores, leading to the conclusion that instructor self-evaluations alone do not provide adequate measures of classroom use of lecture-discussion skills. Analysis of trends, patterns and interrelationships among the variables found that sex and age had little effect. Years of teaching experience had little effect, except for the indication that teachers with ten to twenty years of experience received greater training benefit than subjects in other age groups. Subjects with master's degrees received greater benefit from the training than subjects with bachelor's degrees. Active teachers scored higher on both pre- and post-training tests than non-teachers; however, the per cent of increase in scores was approximately the same. It was impossible to draw any conclusions as to the effect of subject taught upon scores received. Subjects presenting lecture-discussions under controlled conditions received scores that were not significantly different from scores received by subjects presenting under actual classroom conditions. It was recommended that the model be implemented to train community college instructors in the use of lecture-discussion.
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Date Issued
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1980
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PURL
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http://purl.flvc.org/fcla/dt/11762
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Subject Headings
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Lecture method in teaching, College teachers--Training of, Discussion
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Format
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Document (PDF)
