Effect of A Self-Evaluation Checklist on the Quality of Student Teachers' Scripted Lesson Plans

Open Access
Author:
Casciato, Denise
Graduate Program:
Statistics
Degree:
Doctor of Philosophy
Document Type:
Dissertation
Date of Defense:
March 08, 2007
Committee Members:
  • Charles A Hughes, Committee Chair
  • David Lee, Committee Member
  • John I Mc Cool, Committee Member
Keywords:
  • direct instruction
  • prompting
  • pre-service teaching
  • self-evaluation
Abstract:
ABSTRACT Effective instructional strategies allow students to become active learners who are able to practice newly learned skills to mastery (Englert, 1984; Hughes, 1998). One part of effective instruction consistently identified in the literature is prompting. The significance of prompting was also noted by Rosenshine (1995) who recommended that teachers needed to spend more time on this part of direct instruction for students to make academic gains. While it is difficult to ensure that effective teaching practices such as prompting will be used in the classroom, one solution may be to place an emphasis on effective instruction during the student teaching practicum. Student teaching experiences have long been considered an important component of teacher education programs (Sudzina & Knowles, 1993). One promising technique which can be used in student teaching is self-evaluation, a strategy in which the individual observes his/her behavior and rates it according to a predetermined scale (Hughes, Ruhl & Misra, 1989). For this study, a multiple baseline design across participants design was used to evaluate the effects of a self-evaluation checklist on the quality of student teachers’ scripted lesson plans. The checklist contained a rubric comprised of nine areas which were summarized from the effective teaching research on guided practice/prompting. Those skill areas were as follows: (a) task analysis (b) prompt step replicates model (c) clarity of question or direction (d) students asked to perform skill, (e) students asked to explain answers, (f) fading of prompts), (h) non-examples and (i) minimal pairs. Student teachers rated themselves on a scale of 1-4 for each part of the scripted prompt step. This study showed that teachers did improve in their ability to write scripted prompt lesson plans which followed a direct instruction format after being instructed in the use of a self-evaluation checklist.