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Acceptability of collaborative problem solving to elementary and secondary teacher interns.

机译：中小学教师实习生合作问题解决的可接受性。

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摘要

This study investigated the acceptability of collaborative problem solving to elementary and secondary teacher interns. Participants included 68 teacher interns in an 11-week course designed to teach skills in collaborative problem solving. As part of the course, teacher interns received direct instruction and guided practice in collaborative problem solving as they worked with consultants to design, implement, and evaluate classroom based interventions to address the needs of their students. For this study, teacher interns in 2 elementary and 2 secondary sections completed five 18-item Acceptability Questionnaires (adapted from the Intervention Rating Profile, Witt & Martens, 1983); one after each step of the problem solving process and at the end of the course.;Descriptive statistics demonstrated high ratings for acceptability of collaborative problem solving. However, an independent samples t-test demonstrated significant differences between elementary and secondary teacher interns' ratings, with elementary interns' acceptability ratings of the overall collaborative problem solving process higher than those of secondary teacher interns. Using a repeated measures 1-within design, significant differences also were found between teacher interns' acceptability of individual steps of collaborative problem solving. A visual analysis revealed a downward linear trend, with problem identification the highest rated step and problem evaluation the lowest. Additionally, a 1-within and 1-between repeated measures design found a significant difference between elementary and secondary interns in the level of their acceptability ratings across steps. Specifically, elementary interns rated all four steps higher than secondary interns. Significant positive correlations were found between teacher interns' ratings of overall acceptability of the collaborative problem solving process and both their acceptability ratings for each of the four steps of problem solving and ratings of target student outcomes.;Findings of this research have implications for practitioners using a collaborative problem solving model of consultation, as well as researchers in this area. These findings support the social validity of using all four steps of collaborative problem solving to meet students' needs. However, different training supports may be needed for elementary and secondary teachers learning the process. Replications of this research with teacher interns as well as experienced teachers are needed.
机译：本研究调查了合作解决问题对中小学教师实习生的接受程度。参与者包括68名实习生，他们参加了为期11周的课程，旨在教授协作解决问题的技能。作为课程的一部分，实习生与顾问一起设计，实施和评估基于课堂的干预措施，以解决学生的需求时，他们在协作式问题解决中获得了直接的指导和指导实践。在这项研究中，两个初级和二级中学的实习生完成了五项18项可接受性调查表（改编自Witt＆Martens，1983年的《干预等级概况》）；在问题解决过程的每个步骤之后和课程结束时进行一次；描述性统计数据表明，对协作问题解决的接受程度很高。然而，独立样本t检验显示小学和中学教师实习生的评分之间存在显着差异，小学实习生在整个协作问题解决过程中的可接受性评分高于中学教师实习生。在设计中采用重复测量1，在实习生对协作性问题解决各个步骤的接受度之间也发现了显着差异。视觉分析显示出线性下降趋势，问题识别的额定步骤最高，问题评估的最低。此外，在重复措施设计中采用“ 1之内和1之间”的方法，发现初级和次级实习生之间跨步骤的可接受性等级存在显着差异。具体来说，初级实习生对所有四个步骤的评价都高于次级实习生。发现教师实习生对协作式问题解决过程的整体接受程度与他们对问题解决的四个步骤中的每个步骤的接受程度以及目标学生的成绩之间均存在显着的正相关性。研究结果对从业人员使用协作式问题解决咨询模型以及该领域的研究人员。这些发现支持使用协作解决问题的所有四个步骤来满足学生需求的社会有效性。但是，中小学教师学习该过程可能需要不同的培训支持。需要与实习生以及经验丰富的老师进行这项研究的复制。

著录项

  • 作者

    Ostrom, Jennifer Karen.;

  • 作者单位

    University of Cincinnati.;

  • 授予单位 University of Cincinnati.;
  • 学科 Education Educational Psychology.;Education Teacher Training.
  • 学位 Ph.D.
  • 年度 2000
  • 页码 127 p.
  • 总页数 127
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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