The effect of videotape training on teacher's use of "bridging strategies" within an interactionist framework

Simple item page
dc.contributor.authorBaiyee, Martha Ndakoen
dc.contributor.committeechairSawyers, Janet K.en
dc.contributor.committeememberBenson, Mark J.en
dc.contributor.committeememberStremmel, Andrew J.en
dc.contributor.committeememberRogers, Cosby Steeleen
dc.contributor.committeememberLalik, Rosary V.en
dc.contributor.departmentFamily and Child Developmenten
dc.date.accessioned2014-03-14T21:20:19Zen
dc.date.adate2006-10-04en
dc.date.available2014-03-14T21:20:19Zen
dc.date.issued1995-09-15en
dc.date.rdate2006-10-04en
dc.date.sdate2006-10-04en
dc.description.abstractThe purpose of this study was fourfold: to further our understanding of the effect of training on teachers' use of "bridging strategies"; to identify variables that influence teachers' use of the strategies; to explore the feasibility of using the Bridging Strategy Rating Scale (BSRS) as a feedback/evaluation tool for members of the child care and school community; to establish which strategies were least/most used. A series of two-way, 2 x 2, ANDV As, !-tests, and descriptive statistics revealed that training was partially effective in assisting teachers in their use of the "bridging strategies"; comfort with, clarity of concept, and simplicity, were identified contextual variables that influenced teachers' use of some of the strategies. T-test of control group's pretest and posttest mean score was statistically significant whereas the experimental group's was at a level that approached significance. Observing, validating, participating/conversing, managing/organizing/providing were the most used strategies and extending, problem initiating, role modeling and instructing were the least used. Interpretations and implications for early childhood teacher educators are discussed.en
dc.description.degreePh. D.en
dc.format.extentx, 154 leavesen
dc.format.mediumBTDen
dc.format.mimetypeapplication/pdfen
dc.identifier.otheretd-10042006-143912en
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-10042006-143912/en
dc.identifier.urihttp://hdl.handle.net/10919/39621en
dc.language.isoenen
dc.publisherVirginia Techen
dc.relation.haspartLD5655.V856_1996.B359.pdfen
dc.relation.isformatofOCLC# 36114009en
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjectearly childhood teaching strategiesen
dc.subjectearly childhood teacher trainingen
dc.subject.lccLD5655.V856 1996.B359en
dc.titleThe effect of videotape training on teacher's use of "bridging strategies" within an interactionist frameworken
dc.typeDissertationen
dc.type.dcmitypeTexten
thesis.degree.disciplineFamily and Child Developmenten
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.namePh. D.en

Files

Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
LD5655.V856_1996.B359.pdf
Size:
5.06 MB
Format:
Adobe Portable Document Format
Download

Collections

Doctoral Dissertations