A Study of the Effects of a Self-Evaluation Model on the Focus Reaction of Student Teachers during Split-Screen Videotape Feedback

Bibliographic Details
Main Author:	Martin, JoAnne J.
Language:	English
Published:	Bowling Green State University / OhioLINK 1977
Subjects:	Teacher Education
Online Access:	http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1566463048511924

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spelling	ndltd-OhioLink-oai-etd.ohiolink.edu-bgsu15664630485119242021-08-03T07:12:44Z A Study of the Effects of a Self-Evaluation Model on the Focus Reaction of Student Teachers during Split-Screen Videotape Feedback Martin, JoAnne J. Teacher Education This study attempted to assess the effects of a self-evaluation model utilizing split-screen videotape feedback with student teachers majoring in elementary education. The effects of the model were evaluated in terms of focus reaction and self-perception of teaching on the part of subjects after viewing their personal videotaped classroom teaching experiences. The sample (N=30) included student teachers in grades K-6 registered for student teaching for Winter Quarter, 1977. Eighteen participants were randomly assigned to the experimental group and 12 to the control group. Subjects were videotaped with split-screen techniques and pretested with the Videotape Self-Report Form (VSRF) and the Videotape Observation Form (VOF) after viewing their first videotaped classroom performances. The experimental group was introduced to Flanders and Love-Roderick observation instruments and viewed their videotapes with their cooperating teachers. Both groups were videotaped a second time and posttested using the VSRF and the VOF after viewing their second videotaped classroom performances. The data were analyzed using one-way analysis of variance and analysis of covariance with statistical significance set at the .O5 level. The experimental and control groups were not significantly different in their mean focus-reaction scores for Self, Teaching, and Students factors on the VSRF pretest, with both groups identifying Self as the factor rating most attention while Students rated least attention. A significant difference was found in mean focus-reaction scores for Self on the VSRF posttest with the experimental group shifting focus away from Self significantly more than the control group. A near significant difference was found for Students. No significant differences existed in mean self-perception of teaching scores on the VOF pretest or post test. The results seem to indicate that the self-evaluation model in conjunction with split-screen videotape feedback was effective in this study in directing subjects' attention away from self characteristics toward other aspects of the teaching-learning situation. 1977 English text Bowling Green State University / OhioLINK http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1566463048511924 http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1566463048511924 unrestricted This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws.
collection	NDLTD
language	English
sources	NDLTD
topic	Teacher Education
spellingShingle	Teacher Education Martin, JoAnne J. A Study of the Effects of a Self-Evaluation Model on the Focus Reaction of Student Teachers during Split-Screen Videotape Feedback
author	Martin, JoAnne J.
author_facet	Martin, JoAnne J.
author_sort	Martin, JoAnne J.
title	A Study of the Effects of a Self-Evaluation Model on the Focus Reaction of Student Teachers during Split-Screen Videotape Feedback
title_short	A Study of the Effects of a Self-Evaluation Model on the Focus Reaction of Student Teachers during Split-Screen Videotape Feedback
title_full	A Study of the Effects of a Self-Evaluation Model on the Focus Reaction of Student Teachers during Split-Screen Videotape Feedback
title_fullStr	A Study of the Effects of a Self-Evaluation Model on the Focus Reaction of Student Teachers during Split-Screen Videotape Feedback
title_full_unstemmed	A Study of the Effects of a Self-Evaluation Model on the Focus Reaction of Student Teachers during Split-Screen Videotape Feedback
title_sort	study of the effects of a self-evaluation model on the focus reaction of student teachers during split-screen videotape feedback
publisher	Bowling Green State University / OhioLINK
publishDate	1977
url	http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1566463048511924
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A Study of the Effects of a Self-Evaluation Model on the Focus Reaction of Student Teachers during Split-Screen Videotape Feedback

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