The Effects of Workshop Training and Coaching on the Acquisition and Generalization of Teaching Skills

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Description

The purpose of this study was threefold: (a) to examine the separate effects of increased accuracy on multiple-choice/rank-order written tests and coaching on the teaching performance of participants; (b) to compare generalization across tasks produced by the workshop and coaching; and (c) to assess maintenance of teaching performance. Following baseline, two adults received a lecture on discrete trial teaching procedures. A written test measured verbal performance on workshop material periodically throughout this phase. During the next phase, each adult then experienced further training via in-situ coaching. A multiple baseline design across tasks was used during the coaching phase. Results of ... continued below

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Almon, Holly C. December 2003.

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This thesis is part of the collection entitled: UNT Theses and Dissertations and was provided by UNT Libraries to Digital Library, a digital repository hosted by the UNT Libraries. It has been viewed 309 times . More information about this thesis can be viewed below.

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  • Almon, Holly C.

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Description

The purpose of this study was threefold: (a) to examine the separate effects of increased accuracy on multiple-choice/rank-order written tests and coaching on the teaching performance of participants; (b) to compare generalization across tasks produced by the workshop and coaching; and (c) to assess maintenance of teaching performance. Following baseline, two adults received a lecture on discrete trial teaching procedures. A written test measured verbal performance on workshop material periodically throughout this phase. During the next phase, each adult then experienced further training via in-situ coaching. A multiple baseline design across tasks was used during the coaching phase. Results of the workshop training package revealed an inverse relationship between the strongest verbal performance and strongest teaching performance skill areas. In addition, only with the introduction of the in-situ coaching package did teacher performance improve significantly across all behaviors. Child responding remained relatively constant throughout the study, regardless of teacher performance. Some generalization of teacher behavior was observed across tasks, but was extremely variable across both workshop and coaching conditions. After the cessation of coaching, teacher performance remained stable across maintenance phases and at a 6-week follow-up.

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  • December 2003

Added to The UNT Digital Library

  • Feb. 15, 2008, 2:58 p.m.

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  • Dec. 15, 2008, 9:58 a.m.

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Citations, Rights, Re-Use

Almon, Holly C. The Effects of Workshop Training and Coaching on the Acquisition and Generalization of Teaching Skills, thesis, December 2003; Denton, Texas. (digital.library.unt.edu/ark:/67531/metadc4442/: accessed October 19, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .