Degree Type

Dissertation

Date of Award

1991

Degree Name

Doctor of Philosophy

Department

Curriculum and Instruction

First Advisor

James E. Sweeney

Second Advisor

Barbara L. Licklider

Abstract

The purpose of this study was to examine the effectiveness of a Cooperative Learning Supervision Training and Development Model (CLSTD) on the skills, confidence levels, and sense of efficacy of principals supervising cooperative learning. A non-equivalent pretest-posttest control group design with matching was used. Principals in the experimental (CLSTD) group attended two, one day training sessions learning how to collect data, analyze data, and provide feedback about the three major parts of a cooperative lesson. CLSTD principals practiced their new skills on the job as peer coaching teams;Data for this study were gathered from (1) thirteen Iowa principals in the experimental group and the teachers they supervised; and (2) thirteen Iowa principals in the control group who received no training and the teachers they supervised. Three instruments were used to collect the pretest and posttest data: (1) Teacher Evaluation Inventory and Profile; (2) Supervisor Conference Effectiveness Survey; and (3) Supervisor Attitude Survey;The study yielded these important findings: (1) Teachers and principals in the CLSTD group reported a significant increase in principals' effectiveness in providing feedback to teachers about cooperative learning lesson plans. Teachers and principals in the control group reported no increase in effectiveness. (2) Teachers and principals in the CLSTD group reported a significant increase in principals' effectiveness in providing specific feedback about the three major parts of the cooperative learning lesson. Control group teachers and principals reported no significant increase in effectiveness. (3) CLSTD teachers and principals reported a significant increase in principals' knowledge and effectiveness of usage of cooperative learning concepts. Teachers and principals in the control group reported no significant increase. (4) CLSTD group principals reported a significant increase in self-perceptions of levels of confidence in selected cooperative learning supervision skills after training. Control principals reported a decrease in self-perceptions of confidence levels in their supervision of cooperative learning. (5) Principals in the CLSTD group reported a significant increase in self-perceptions of sense of efficacy in supervising cooperative learning at the end of the study. Control group principals reported a decrease in self-perceptions of sense of efficacy in their supervision of cooperative learning at the end of the study.

DOI

https://doi.org/10.31274/rtd-180813-9508

Publisher

Digital Repository @ Iowa State University, http://lib.dr.iastate.edu/

Copyright Owner

John M. Niska

Language

en

Proquest ID

AAI9202380

File Format

application/pdf

File Size

189 pages

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