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- W41452823 abstract "Videotaped recordings of supervisor-telcher micro-teaching playback sessions were used tc identify evaluative discourg.. Fifteen student teachers discussed a 10-30 minute lesson they had lust taught to college freshmen, with graduate student supervisors. Supervisors and student teachers evaluated lesson topics such as teacher questions, content, lesson goals, methcds, materials, and nonverbal Lehavior, with adjectivesgeed, tad, important; cr with pr'scriptions -should, ought. The evaluaticn was then classified according to a variety of constructs including: compcnentE cf the Smith valuing model; valence (positive, negative, neutral) ; initiator; and justification. The analysis indicated the fcllowing: (1) evaluations were unaccompanied by rules or standards for judging the effectiveness of teaching interacticns; (2) three-fourths of the evaluations were positive, but they failed tc indicate tcth strengths and weaknesses; (3) teachers made more negative evaluations than supervisors; and (4) evaluative talk was characterized by a narrow topic range, restricted support, and vague focus. (Author/CP) ***********************************MM#44**14$$#####.4114MS#44701,### * Reproductions supplied by EDRS are the best that can be made * * from the original document. * s********************************************************************** U f. DEPARTMENT OF NFALTH, EDUCATION a WELFARE NATIONAL INSTITUTE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AVRECEeVED FROM THE PERSON OR ORpANIZATION ORIGINATING IT POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRErJ SENT OFFICIAL NATIONAL INSTf TUTE OF EDUCATION POSITION OR POLICY" @default.
- W41452823 created "2016-06-24" @default.
- W41452823 creator A5083868710 @default.
- W41452823 date "1978-03-31" @default.
- W41452823 modified "2023-09-27" @default.
- W41452823 title "An Analysis of Explicit Evaluative Discourse in Supervisor-Teacher Micro-teaching Conferences." @default.
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