The Impact of Instructional Television Teacher Aids on Teacher Behavior and Student Learning.

Autor/inn/en	Payne, David A.; und weitere
Institution	Georgia Univ., Athens.
Titel	The Impact of Instructional Television Teacher Aids on Teacher Behavior and Student Learning.
Quelle	(1972), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Achievement; Achievement Tests; Educational Media; Educational Television; Elementary Education; Elementary School Teachers; Guides; Teacher Behavior; Telecourses + Suchen Sie Ihr Suchwort? Performance; Leistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Testdurchführung; Testen; Bildungsmittel; Unterrichtsmedien; Bildungsfernsehen; Schulfernsehen; Elementarunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Handbuch; Leitfaden; Teacher behaviour; Lehrerverhalten; Fernsehkurs
Abstract	A study was devised to assess the impact of two teacher aids--"teleseries" teacher manuals and "communiques"--used in conjunction with in-school television series. Teacher manuals, in addition to providing lesson related information, cross-referenced the programs and units to state approved textbooks and provided suggested student reading. The communiques provided, in their half hour after school broadcasts, preview information by the television teacher, with emphasis on content, teacher presentation methods, discussion topics, and suggested pre- and post-program activities. The results of the study suggest that various physical, content, and organizational characteristics of the televised teacher communiques and teacher manuals used with elementary school level instructional television series are positively evaluated by teachers; that significant student learning results from instructional television; that increased student learning is a function of the nature of teacher self-preparatory activity; that teachers do not engage in a high frequency of pre- or post-telelesson activity with their students; and that in general, exposure to two teacher aids is more influential than a single aid. (SH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01