Abstract
Ninety-six elementary and secondary teachers participated in an inservice self-appraisal program. One-third of the teachers were videotaped four times; participants, using a standardized system for coding eight types of classroom behavior, interacted with an advisor (either a local administrator or an outside consultant), and analyzed each tape. Another one-third of the teachers also participated in micro-teaching and the remainder served as control teachers, being taped only. This voluntary program assisted teachers in modifying instructional behaviors, particularly, in providing students with more complex cognitive activities. When local school personnel systematically implemented the “Teacher Self-Appraisal” program, the outcome was just as effective as any achieved by specialized outside consultants.
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