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Interbehavioral field systems assessment: Examining its utility in preservice teacher education

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Abstract

Behavior analytic evaluation instruments should benefit teacher education programs in assessing: (a) teacher and student interactions in practice teaching settings, and (b) the immediate and long range effects of the teacher training received. Though empirical substantiation remains scarce, such instruments may be designed to foster teacher trainee sensitivity to, and better control of, complex stimulus and response mechanisms which either impede or facilitate learning. This study analyzed one technologically driven Behavior Analysis Strategy and Taxonomy (BEST) and related Temporal Analysis System (TAS) (Hawkins, Sharpe, & Ray, 1994) currently used within one preservice teacher education program. A multiple probe design with experimental and control groups demonstrated the instruments' effects when used as an instructional feedback tool with teachers in training. Findings supported the instruments' use in terms of teacher and student behavior changes demonstrated for the experimental group as compared to a control group not exposed to the instrument. Implications of this technology when applied to teacher education are last described.

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Authors and Affiliations

  1. Department of Health and Human Performance, University of Nebraska-Lincoln, 244 Mabel Lee Hall, 68588-0229, Lincoln, NE

    Tom Sharpe Ed.D.

  2. School of Physical Education, West Virginia University, Morgantown, WV

    Andrew H. Hawkins Ph.D. (Professor)

  3. Department of Psychology, Rollins College, Winter Park, FL

    Roger D. Ray Ph.D. (Professor and Head)

Authors
  1. Tom Sharpe Ed.D.
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  2. Andrew H. Hawkins Ph.D.
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  3. Roger D. Ray Ph.D.
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Sharpe, T., Hawkins, A.H. & Ray, R.D. Interbehavioral field systems assessment: Examining its utility in preservice teacher education. J Behav Educ 5, 259–279 (1995). https://doi.org/10.1007/BF02110315

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