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Effects of Teacher Experience and Selected Temperament Variables on Coping Strategies Used With Distractible Children:

Effects of Teacher Experience and Selected Temperament Variables on Coping Strategies Used With... Twenty-two female university students representing two levels of teaching experience (no formal teaching experience vs. at least 2 years experience) were compared while interacting with one of two child confederates displaying distractible behavior. In addition to participating in a problem-solving task with a child, each adult completed the Guilford-Zimmerman Temperament Survey. Results suggested that experienced teachers tended to take a more “task-oriented” approach providing more instruction and structure and less task irrelevant conversation than did inexperienced teachers. Results of the temperament survey confirmed the hypothesis that adult temperament is an important variable mediating adult-child interaction. Adults’ self-reports of activity level, restraint, ascendance, and sociability correlated significantly with adult behavior such as numbers of irrelevant comments, instruction, attention demands, and positive feedback occurring in the laboratory setting. Implications for child placement practices are discussed. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png American Educational Research Journal SAGE

Effects of Teacher Experience and Selected Temperament Variables on Coping Strategies Used With Distractible Children:

American Educational Research Journal , Volume 22 (1): 8 – Jun 23, 2016

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References (13)

Publisher
SAGE
Copyright
Copyright © 2019 by American Educational Research Association
ISSN
0002-8312
eISSN
1935-1011
DOI
10.3102/00028312022001079
Publisher site
See Article on Publisher Site

Abstract

Twenty-two female university students representing two levels of teaching experience (no formal teaching experience vs. at least 2 years experience) were compared while interacting with one of two child confederates displaying distractible behavior. In addition to participating in a problem-solving task with a child, each adult completed the Guilford-Zimmerman Temperament Survey. Results suggested that experienced teachers tended to take a more “task-oriented” approach providing more instruction and structure and less task irrelevant conversation than did inexperienced teachers. Results of the temperament survey confirmed the hypothesis that adult temperament is an important variable mediating adult-child interaction. Adults’ self-reports of activity level, restraint, ascendance, and sociability correlated significantly with adult behavior such as numbers of irrelevant comments, instruction, attention demands, and positive feedback occurring in the laboratory setting. Implications for child placement practices are discussed.

Journal

American Educational Research JournalSAGE

Published: Jun 23, 2016

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