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The effects of practice on conference behavior of supervisors following participation in instructional supervision training

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dc.contributor.advisor Whitehead, Ritchie
dc.contributor.author Harty, Roger Wayne
dc.contributor.author University of Lethbridge. Faculty of Education
dc.date.accessioned 2007-03-22T17:41:09Z
dc.date.available 2007-03-22T17:41:09Z
dc.date.issued 1987
dc.identifier.uri http://hdl.handle.net/10133/5
dc.description ix, 113 leaves ; 28cm en
dc.description.abstract The purpose of this study was to determine the nature and extent of changes in supervisor conference behavior which could be attributed to the effect of practice following a graduate course in Instructional Supervision. In this study, half of the supervisors were able to practice their supervisory skills following their training in Instructional Supervision while the remaining supervisors in the sample were not able to practice their supervisory skills. Data were gathered from video-tapes of post-course and final conferences through the use of the Supervisor-Teacher Analogous Categories System (STACS) and the Timed Interval Categorical Observation Recorder (TICOR). STACS is a 19-category behavior system which was developed to investigate behavior which occurs between supervisors and teachers in supervisory conferences. TICOR is a micro computer used for collecting and analyzing observational data through the use of hardware and software components which in this case were adapted to use STACS. The data were gathered to answer the study question, do participants who had the opportunity to practice supervisory skills differ significantly from those participants that had no opportunity to practice their skills. Eleven variables from STACS were chose to document conference behavior change between the practice and no practice groups. Analysis of Variance was used to test for significant differences in conference behavior between the post-course and final conference tapes for the supervisors in the practice and no practice groups. The study findings indicated that there were no statistically significant differences between the group of supervisors who were able to practice their supervisory skills and the group of supervisors who were unable to practice their supervisory skills. en
dc.language.iso en_US en
dc.publisher Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1987 en
dc.relation.ispartofseries Thesis (University of Lethbridge. Faculty of Education) en
dc.subject School Supervisors en
dc.subject Dissertations, Academic en
dc.title The effects of practice on conference behavior of supervisors following participation in instructional supervision training en
dc.type Thesis en
dc.publisher.faculty Education
dc.degree.level Masters


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