Low-income adolescents were instructed to observe videotapes of two teachers consistently modeling effective teaching of young children in a structured teaching task. Simultaneously the subjects incidentally observed systematic differences in the inquiry- and directive-oriented teaching styles and novel behavior being modeled. As a result of observation, the subjects imitated aspects of the incidentally observed inquiry teaching style modeled as well as important aspects of the effective teaching behavior they were instructed to observe. Factors affecting subjects' selective imitation of the two models' styles were examined. The most significant factors examined were subjects' perceptions of their own teaching style and their perceptions of the teaching models' effectiveness.
Get full access to this article
View all access options for this article.
References
1.
Allen, D. W.
(1966). Microteaching: A description. School of Education, Stanford University.
2.
Bandura, A.
(1977). Social learning theory. Englewood Cliffs, NJ: Prentice-Hall.
3.
Bandura, A.
, & Huston, A. C. (1961). Identification as a process of incidental learning. Journal of Abnormal and Social Psychology, 63, 311-318.
4.
Bandura, A.
, Ross, D., & Ross, S. A. (1963). A comparative test of the status envy, social power, and secondary reinforcement theories of identificatory learning. Journal of Abnormal and Social Psychology, 67, 527-534.
5.
Beyer, N. L.
, & May, J. G. Jr. (1968). The effects of race and socioeconomic status on imitative behavior in children using white male and female models. Unpublished manuscript. Florida State University.
6.
Bloch, M. N.
(1972). The day care youth helper program: An evaluation Report. (New York: National Commission on Resources for Youth.
7.
Brophy, J. E.
(1979). Teaching behavior and its effects. Journal of Educational Psychology, 71, 733-750.
8.
Brophy, J. E.
(1983). Classroom organization and management. Elementary School Journal, 83. 265-285.
9.
Bryan, J. M.
(1970). Model affect and children's imitative altruism, Child Development; 42, 2061-2065.
10.
Copeland, W. D.
(1977). Some factors related to student teacher classroom performance following microteaching training. American Journal of Educational Research, 14, 147-157.
11.
Copeland, W. D.
(1978). Processes mediating the relationships between cooperating-teacher behavior and student-teacher classroom performance. Journal of Educational Psychology, 70, 95-100.
12.
Englemann, S.
(1980). Direct instruction. Englewood Cliffs, NJ: Educational Technology Publications.
13.
Hess, R. D.
, Price, G. G., Dickson, W. P., & Conroy, M. (1981). Different roles for mothers and teachers: contrasting styles of child care. In S. Kilmer (Ed.) Advances in early education and day care. Greenwich, CT: JAI Press.
14.
Hess, R. D.
, Shipman, V. C., Brophy, J. E., & Baer, R. M. (1968). The cognitive environments of urban preschool children. Chicago: University of Chicago.
15.
Hetherington, E. M.
, & Frankie, C. (1967). Effects of parental dominance, warmth, and conflict on imitation in children. Journal of Personality and Social Psychology, 6, 119-125.
16.
Joyce, B. R.
(1978). Selecting learning experiences: linking theory and practice. Washington, DC: Association for Supervision and Curriculum Development.
17.
Joyce, B. R.
& Showers, J. B. (1983). Power in staff development through research on training. Washington, DC: Association for Supervision and Curriculum Development.
18.
Koran, M. L.
, Snow, R. E., & McDonald, F. (1971). Teacher aptitude and observational learning of a teacher skill. Journal of Educational Psychology, 62, 219-228.
19.
Mausner, B.
(1953). Studies in social interaction: III. Effect of variation in one partner's prestige on the interaction of observer pairs. Journal of Applied Psychology, 37, 391-393.
20.
Peterson, P. L.
(1979). Direct instruction reconsidered. In P. L. Peterson & H. J. Walberg, (Eds.) Research on teaching. Berkeley: McCutcheon.
21.
Phipps-Yonas, S.
(1980). Teenage pregnancy and motherhood: A review of the literature. American Journal of Orthopsychiatry, 50, 403-431.
22.
Portuges, S. H.
, & Feshbach, N. D. (1972). The influence of sex and socioeconomic factors upon imitation of teachers by elementary school children. Child Development, 43, 981-989.
23.
Roosa, R. W.
, Fitzgerald, H. E. & Carlson, N. A. (1982). Teenage parenting and child development: A literature review. Infant Mental Health Journal, 3, 4-18.
24.
Rosenshine, R. V.
(1979). Content, time, and direct instruction. In P. L. Peterson & H. J. Walberg, (Eds.) Research on teaching. Berkeley: McCutcheon.
25.
Slabey, R. G.
, & Frey, K. S. (1975). Development of gender constancy and selective attention to same-sex models. Child Development, 46, 849-856.
26.
Stallings, J.
(1975). Implementation and child effects of teaching practice in follow-through classrooms. Monographys of the Society for Research in Child Development. 40(3).
27.
Winer, B. J.
(1971). Statistical principles in experimental design. New York: McGraw-Hill.
28.
Zeichner, K.
(1985). Individual and institutional influences on the development of teacher perspectives. In L. Katz & J. Raths (Eds.) Advances in Teacher Education (Vol. 2). Norwood, NJ: Albex.
