Cognitive Growth during a Professional Education Training Program

The purpose of this study was to ascertain the effect of the cognitive portion of the 15-week training program for teaching assistants and other faculty at the University of Missouri- Columbia by the Center for Educational Improvement. The conclusion of the study involving a treatment group and a gr...

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Bibliographic Details
Published inThe Journal of educational research (Washington, D.C.) Vol. 69; no. 2; pp. 61 - 63
Main Authors Anderson, Laveta, Charles Leonard, B., John Gies, Frederick
Format Journal Article
LanguageEnglish
Published Bloomington, Ill Routledge 01.10.1975
Heldref Publications
Public School Pub. Co. for the University of Illinois, Bureau of Educational Research
Subjects
College instruction
Covariance
Professional education
Professional training
Statistical discrepancies
Statistical variance
T tests
Teaching assistants
Training
Universities
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Summary:The purpose of this study was to ascertain the effect of the cognitive portion of the 15-week training program for teaching assistants and other faculty at the University of Missouri- Columbia by the Center for Educational Improvement. The conclusion of the study involving a treatment group and a group receiving no treatment was that teaching faculty could grow significantly in knowledge of teaching objectives, behaviors, skills and processes. Both the t test and analysis of covariance for the scores of the Cognitive Behavior Scale indicated a significant growth of learning in participants during the 15-week training period.
ISSN:0022-0671
1940-0675
DOI:10.1080/00220671.1975.10884830