Interaction Analysis and Classroom Simulation as Adjunct Instruction in Teacher Education. Final Report / Paul A. Twelker.

Classroom simulation and interaction analysis are 2 new approaches to preservice observation and practicum training which involve maximum student participation in the learning experience. A 2-factor design was used to investigate the interacting effects of these 2 types of training; 92 student teachers in randomized groups received interaction analysis and/or simulation training or neither. Effects were measured with simulation tests, classroom performance records, course grades, Minnesota Teacher Attitude Inventory, Edwards Personal Preference Schedule, and Educational Testing Service Cognitive Test. Data, analyzed with standard parametric procedures, revealed that students receiving only simulation training spent more time than others in stimulation and management behaviors. The hypothesis that students in simulation training would benefit from interaction analysis training was not supported: concurrent training inhibited them from discriminating problematic cues and responding appropriately on the simulation test. Interactions between learner characteristics and training programs were largely negative. It is recommended that the study be repeated with less rigorous simulation training to more closely approximate accurate user conditions. Included are a 21-item bibliography, 112 statistical tables, methods of interaction analysis training, and Class Observation Record for supervising teachers. (JS)

Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive.