Comparative effects of sequential behavior feedback and goal-setting across peer-teaching and field-based practice teaching

Journal of Teaching in Physical Education

Volumn 21, Issue 3, 2002, Pages 337-360

  Sharpe, Tom ^a   So, Hosung ^a   Mavi, Hasan ^b   Brown, Seth ^b  

^a UNIVERSITY OF NEVADA   (United States)

^b NONE

Author keywords

Collaboration models; Professional development; Teacher training

Indexed keywords

EID: 0036115408     PISSN: 02735024     EISSN: None     Source Type: Journal    
DOI: 10.1123/jtpe.21.3.337     Document Type: Article

References (38)

1. Bakeman, R., & Gottman, J.M. (1997). Observing interaction: An introduction to sequential analysis (2nd ed.). New York: Cambridge University Press.
2. Brown, S.R. (1980). Political subjectivity: Applications of Q methodology in political science. New Haven, CT: Yale University Press.
3. Byra, M., & Goc Karp, G. (2000). Data collection techniques employed in qualitative research in physical education teacher education. Journal of Teaching in Physical Education, 19, 246-266.
4. Cooper, M.L., Thomson, C.L., & Baer, D.M. (1970). The experimental modification of teacher attending behavior. Journal of Applied Behavior Analysis, 3, 153-157.
5. Cossairt, A., Hall, R.V., & Hopkins, B.L. (1973). The effects of experimenter's instructions, feedback, and praise on teacher praise and student attending behavior. Journal of Applied Behavior Analysis, 6, 89-100.
6. Darst, P.W., Zakrajsek, D.B., & Mancini, V.H. (1989). Analyzing physical education and sport instruction (2nd ed.). Champaign, IL: Human Kinetics.
7. Doyle, W. (1990). Themes in teacher education research. In W.R. Houston, M. Haberman, & J. Sikula (Eds.), Handbook of research on teacher education (pp. 3-24). New York: MacMillan.
8. Evertson, C.M., & Smylie, M.A. (1987). Research on teaching and classroom processes: Views from two perspectives. In J. Glover & R. Ronning (Eds.), Historical foundations of educational psychology (pp. 349-371). New York: Plenum.
9. Graham, K.C. (1991). The influence of teacher education on preservice development: Beyond a custodial orientation. Quest, 43, 1-19.
10. Greer, R.D. (1991). The teacher as strategic scientist: A solution to our educational crisis? Behavior and Social Issues, 1, 427-444.
11. Hall, R.V., Panyon, M., Rabon, D., & Broden, M. (1968). Instructing beginning teachers in reinforcement procedures which improve classroom control. Journal of Applied Behavior Analysis, 1, 315-322.
12. Hawkey, R. (1995). Learning from peers: The experience of student teachers in school-based teacher education. Journal of Teacher Education, 46, 175-183.
13. Ingham, P., & Greer, R.D. (1992). Changes in student and teacher responses in observed and generalized settings as a function of supervisor observations. Journal of Applied Behavior Analysis, 25, 153-164.
14. Johnston, S. (1994). Experience is the best teacher; or is it? An analysis of the role of experience in learning to teach. Journal of Teacher Education, 45, 199-208.
15. Kamps, D.M., Leonard, B.R., Dugan, E.P., Boland, B., & Greenwood, C.R. (1991). The use of ecobehavioral assessment to identify naturally occurring effective procedures in classrooms serving students with autism and other developmental disabilities. Journal of Behavioral Education, 1, 367-397.
16. Kazdin, A.E. (1982). Single case research designs. New York: Oxford University Press.
17. Knop, N., LaMaster, K., Norris, M., Raudensky, J., & Tannehill, D. (1997). What we have learned through collaboration: A summary report from a national teacher education conference. The Physical Educator, 54, 170-180.
18. Landin, D.K., Hawkins, A.M., & Wiegand, R.L. (1986). Validating the collective wisdom of teacher educators. Journal of Teaching in Physical Education, 5, 252-271.
19. Lawson, H.A. (1991). Three perspectives on induction and a normative order for physical education. Quest, 43, 20-36.
20. Lawson, H.A., & Stroot, S.A. (1993). Footprints and signposts: Perspectives on socialization research. Journal of Teaching in Physical Education [Monograph], 12, 437-446.
21. LeCompte, M.D., & Preissle, J. (1993). Ethnography and qualitative design in educational research (2nd ed.), San Diego, CA: Academic Press.
22. Metcalf, K.K., Ronen Hammer, M.A., & Kahlich, P.A. (1996). Alternatives to field-based experiences: The comparative effects of on-campus laboratories. Teaching and Teacher Education, 12, 271-283.
23. Miller, S.P., Harris, C., & Watanabe, A. (1991). Professional coaching: A method for increasing effective and decreasing ineffective teacher behaviours. Teacher Education and Special Education, 14, 183-191.
24. O'Reilly, M.F., & Renzaglia, A. (1994). A systematic approach to curriculum selection and supervision strategies: A preservice practicum supervision model. Teacher Education and Special Education, 17, 170-180.
25. Page, T.J., Iwata, B.A., & Reid, D.H. (1982). Pyramidal training: A large scale application with institutional staff. Journal of Applied Behavior Analysis, 15, 355-352.
26. Ray, R.D., & Delprato, D.J. (1989). Behavioral systems analysis: Methodological strategies and tactics. Behavioral Science, 34, 81-127.
27. Sharpe, T.L. (1997a). Using technology in preservice teacher supervision. The Physical Educator, 54, 11-19.
28. Sharpe, T.L. (1997b). An introduction to sequential behavior analysis and what it offers physical education teacher education researchers. Journal of Teaching in Physical Education, 16, 368-375.
29. Sharpe, T.L., & Hawkins, A. (1992). Strategies and tactics for field systems analysis. Journal of Teaching in Physical Education [Monograph], 12, 9-23.
30. Sharpe, T.L., Hawkins, A., & Lounsbery, M. (1998). Using technology to study and evaluate human interaction: Practice and implications of a sequential behavior approach. Quest, 50, 389-401.
31. Sharpe, T.L., Hawkins, A., & Ray, R. (1995). Interbehavioral field systems assessment: Examining its utility in preservice teacher education. Journal of Behavioral Education, 5, 259-280.
32. Sharpe, T.L., & Koperwas, J. (2000). Software assist for education and social science settings: Behavior evaluation strategies and taxonomies (BEST) and accompanying qualitative applications. Thousand Oaks, CA: Sage-Scolari.
33. Sharpe, T.L., Lounsbery, M., & Bahls, V. (1997). Description and effects of sequential behavior practice in teacher education. Research Quarterly for Exercise and Sport, 68, 222-232.
34. Sharpe, T.L., Lounsbery, M., Golden, C., & Deibler, C. (1999). Analysis of one ongoing district-wide collaborative approach to teacher education. Journal of Teaching in Physical Education, 19, 79-96.
35. Sharpe, T.L., Lounsbery, M., & Templin, T. (1997). "Cooperation, collegiality, and collaboration": Reinforcing the PETE scholar-practitioner model. Quest, 49, 214-228.
36. Sharpe, T.L., Spies, R., Newman, R., & Spickelmier-Vallin, D. (1996). Assessing and improving the accuracy of inservice teachers perceptions of daily practice. Journal of Teaching in Physical Education, 15, 297-318.
37. Warger, C.L., & Aldinger, L.E. (1984). Improving teacher supervision: The preservice consultation model. Teacher Education and Special Education, 7, 155-163.
38. Zeichner, K. (1980). Myths and realities: Field-based experience in teacher education. Journal of Teacher Education, 31, 45-55.