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Deborah Tannehill

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Deborah Tannehill and Dorothy Zakrajsek

Supervisory behaviors and practices of 12 cooperating teachers (CT) were compared during an 8-week field experience. A control group of seven CTs followed their normal procedures when supervising a student teacher (ST) while a treatment group of five CTs followed guidelines and tasks outlined in a supervisory training manual. The training manual consisted of seven modules. Results indicated the supervisory training manual was effective in improving and increasing supervisory behaviors and practices of CTs in secondary physical education. Analyzing the daily supervision log using independent t tests and univariate and multivariate repeated measures analysis indicated that trained CTs gave more substantive feedback than untrained CTs. Trained CTs provided STs with more frequent supervisory intervention than untrained CTs, as shown by analyzing the weekly wrap-up report using an independent chi square. It was confirmed that trained CTs are less controlling, more indirect, and more on task than untrained CTs.

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Deborah Tannehill and Dorothy Zakrajsek

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Marcia Matanin and Deborah Tannehill

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Deborah Tannehill and Dorothy Zakrajsek

This study describes the supervisory behaviors and practices of cooperating teachers in secondary physical education. Subjects were 18 cooperating teachers supervising student teachers from five colleges/universities in the Northwest. Two data collection instruments were used: a daily log and a weekly wrap-up report. Frequencies and percentages were computed on selected supervisory behaviors. Results indicated that cooperating teachers provided minimum feedback, held few supervisory conferences, and spent little time observing teaching.

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Mary O’Sullivan and Deborah Tannehill

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Deborah Tannehill and Mary O’Sullivan

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Deborah Tannehill and Bonnie Tjeerdsma Blankenship

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Deborah Tannehill and Bonnie Tjeerdsma Blankenship

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Deborah Tannehill and Bonnie Tjeerdsma Blankenship