Date of Award

12-2012

Degree Name

Doctor of Education

Department

Special Education and Literacy Studies

First Advisor

Dr. Elizabeth Whitten

Second Advisor

Dr. Daniel Morgan

Third Advisor

Dr. Lisa Dieker

Abstract

Currently, there is a body of research available that clearly specifies effective teaching behaviors and quality indicators of a given behavior (Rosenshine, 2012; Danielson, 2007; Stronge, 2007; Rosenshine, 1983; Brophy, 1979). Research is lacking in defining practices that develop effective teaching behaviors in pre-service teachers. The primary objective of this study was to determine the effects of various forms of instructional modes, settings, and experiences on students’ ability to demonstrate desired effective teaching behaviors. The secondary objective of this study was to determine if on-going self-reflection coupled with various forms of feedback supported students in becoming more effective reflective practitioners. The purpose of this research was to examine if there was a relationship between pre-service students’ participation in TeachLivETM and their ability to demonstrate effective teaching behaviors in a practicum setting and reflect on those behaviors.

Access Setting

Dissertation-Open Access

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