This investigation sought to validate a taxonomy of strategies used in formulating the feedback supplied to teacher trainees involved in the peer teaching segment of a secondary methods class. Lesson deficiencies were diagnosed through analysis of student and teacher process behavior data. Certain student and teacher response classes were selected for each trainee as dependent variables (DVs) and targeted for improvement. Goals were set for each DV and strategies for improvement were suggested by teacher educators (TEs). These strategies, selected from a taxonomy developed in previous work (Hawkins, Wiegand, & Landin, 1985), served as independent variables (IVs). A modified changing criterion design was employed to evaluate the data. Strategy effectiveness was determined by analyzing the degree to which trainees met data-based goals for the targeted response classes. Results indicated that several strategies seemed useful for a wide variety of activities. Also indicated by the results is the need for teacher trainers to be better prepared to handle large classes.
Request reprints from Dennis K. Landin, Dept. of HPERD, Louisiana State University, Baton Rouge, LA 70803.