TY - JOUR
T1 - The effects of cognitive self-instruction on student teachers' perceptions of control
AU - Hazareesingh, Nedra A
AU - Bielawski, Lorelei L.
PY - 1991
Y1 - 1991
N2 - The aim of this study was to examine the efficacy of cognitive self-instructional (CSI) strategies for increasing student teachers' perceptions of control. Thirty-two subjects were randomly assigned to an experimental or a control group. While both groups received training in lesson planning, instructing, evaluating instruction, and classroom management, the experimental training was augmented with CSI techniques. Fisher's Exact Test of a 2 × 2 contingency showed significant differences between groups for each of the four teaching phases above, with subjects receiving training in CSI perceiving themselves to be more in control than those with no training.
AB - The aim of this study was to examine the efficacy of cognitive self-instructional (CSI) strategies for increasing student teachers' perceptions of control. Thirty-two subjects were randomly assigned to an experimental or a control group. While both groups received training in lesson planning, instructing, evaluating instruction, and classroom management, the experimental training was augmented with CSI techniques. Fisher's Exact Test of a 2 × 2 contingency showed significant differences between groups for each of the four teaching phases above, with subjects receiving training in CSI perceiving themselves to be more in control than those with no training.
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U2 - 10.1016/0742-051X(91)90007-C
DO - 10.1016/0742-051X(91)90007-C
M3 - Article
AN - SCOPUS:44949286051
SN - 0742-051X
VL - 7
SP - 383
EP - 393
JO - Teaching and Teacher Education
JF - Teaching and Teacher Education
IS - 4
ER -