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A Comparison Among Trained Facilitators, Face-to-Face, and On-Line Students’ on the Presence of Particular Behavioral Attributes Associated with Successful Urban Teaching
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, , Old Dominion University, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-37-7 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

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Abstract

This study examined the degree of agreement between three trained facilitators’ interviews and preservice teachers’ self-evaluation on the presence of behavioral attributes associated with successful urban teaching. Using a quasi-experimental design research methodology, data for this investigation was collected from 29 preservice teacher candidates in both traditional and on-line environments who are enrolled in an urban, metropolitan, co-educational research university. The Star Teacher Selection Interview and the Urban Teacher Behavioral Self-Evaluation Assessment served as the measures for this investigation. Scores were compared using descriptive statistics. Findings revealed that the trained interviewers rated participants much lower on the seven behavioral attributes associated with successful urban teaching than did the participating subjects; and that, whether the assessments were conducted face-to-face or online, made no difference.

Citation

McKinney, S. & Tomovic, C. (2019). A Comparison Among Trained Facilitators, Face-to-Face, and On-Line Students’ on the Presence of Particular Behavioral Attributes Associated with Successful Urban Teaching. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1975-1980). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved March 25, 2023 from .

© 2019 Association for the Advancement of Computing in Education (AACE)

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