An analysis of supervision procedures to teach systematic instruction competencies to special education student teachers
O'Reilly, Mark Francis
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https://hdl.handle.net/2142/20085
Description
Title
An analysis of supervision procedures to teach systematic instruction competencies to special education student teachers
Author(s)
O'Reilly, Mark Francis
Issue Date
1992
Doctoral Committee Chair(s)
Renzaglia, Adelle
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Education, Special
Education, Teacher Training
Language
eng
Abstract
The purpose of this investigation was to examine the comparative effectiveness of two supervision procedures on the acquisition, generalization, and maintenance of teaching skills by student teachers in their practicum sites. Specifically, two experiments compared an immediate supervision protocol which was conducted in the practicum setting with a delayed supervision procedure conducted in a setting other than the practicum site following an observation. Experiment 1 compared the effectiveness of both supervision strategies on the acquisition of teaching skills by four student teachers during their first practicum experience. Experiment 2 systematically replicated experiment 1 with two student teachers and additionally examined the generalized effect of the supervision procedures to classroom lessons incorporating teaching strategies that did not receive prior supervisor feedback. The immediate supervision procedure resulted in more rapid acquisition of teaching skills. The teaching skills maintained at or near criterion responding in the practicum sites for up to five weeks following the removal of supervision. The results of this investigation are discussed in terms of developing university-based supervision protocol to maximize the acquisition of teaching skills by preservice teachers.
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