Content area
Abstract
The purpose of this study was two-fold. The first purpose was to gain a sequential description of preservice teacher (N = 4) instructional interactions with students in situational context. Second, the study compared the effects of traditional observational feedback to sequential feedback on increasing the number and the conditional probability with which students appropriately practiced in the context of instructional interactions. The sequential pattern data results indicated that explicit instruction (8) and refinement (R) occurred around student appropriate practice more often than general instruction (7). The results comparing traditional observational feedback data with sequential feedback indicated that, with the onset of the sequential feedback protocol, all participants demonstrated a consistent increase in the conditional probability with which students appropriately practiced in the context of instructional interactions. The significance of this study to the teacher effectiveness literature and implications for sequentially observing and analyzing teacher and student events in situational context are discussed.
