Cecil Clark | Brigham Young University (original) (raw)

Papers by Cecil Clark

Journal of Education for Teaching, 2003

Page 1. Journal of Education for Teaching, Vol. 29, No. 1, 2003 Getting in Step: accountability, ... more Page 1. Journal of Education for Teaching, Vol. 29, No. 1, 2003 Getting in Step: accountability, accreditation and the standardization of teacher education in the United States ROBERT V. BULLOUGH, JR., D. CECIL CLARK & ...

Journal of Teacher Education, 1999

EJ598269 - Paradise Unrealized: Teacher Educators and the Costs and Benefits of School/University... more EJ598269 - Paradise Unrealized: Teacher Educators and the Costs and Benefits of School/University Partnerships.

Changes in teacher behavior in response to different types of feedback were examined. Subjects we... more Changes in teacher behavior in response to different types of feedback were examined. Subjects were faculty members from a two-year college. Five types. oi feedback were selected: (1) videotapes made during one class period; (i) the Bellack system, which prolOdes the teacher with an observer-pade graph of frequendies of teacher and student interaction; (3) every question asked by the teacher during a given period written down verbatim; (4) written reactions by students on specific teaching activities during instruction; and (5) questionnaires gatWing student perceptions of ,the class, teacher, and their owil piogress. Teachers' perceptions of a feedback'd novelty, credibilitY, and relevance were also sought. Comparisons among the five types of feedback shOwed that the types most related to student learning increased teacher change io a .greater extent than did types less related to student learning. Teachers did vot.perceive the five types of feedback differently on the dimensions of novelty, credibility, and relevance. Student questionnaires were seen most likely to produce change, followed, by students' written reactions on class activities. Videotaping proved to be,less associated with teacher change than did other types of feedback. (JD)

Educational Technology archive, 1980

... Pub Types: Journal Articles; Reports - Research. Abstract: Describes the use of a microcomput... more ... Pub Types: Journal Articles; Reports - Research. Abstract: Describes the use of a microcomputersystem (ECHO) which permits greater access to student thought processes. ... Research background, data collection approaches, and a description of the ECHO system are given. ...

The prescriptive model is viewed as having its roots in both replica and examplar thinking. It mi... more The prescriptive model is viewed as having its roots in both replica and examplar thinking. It might be viewed as a model in which guides are set down in advance which direct what follows. Four essential strategies of this model, which are clarified by

A model for evaluating educational products is presented which is based on a simple philosophy: d... more A model for evaluating educational products is presented which is based on a simple philosophy: decide in advance what the final product ought to look like; then use this conception to prescribe methods for developing and measuring it. In the preordinate model, five separate activities are identified which occur in approximately the following order: (1) selection of the product, (2) selection of the critical properties of the product, (3) making critical properties as operational as possible, (4) using critical properties to describe materials and developmental procedures or instruction, and (5) using critical properties to prescribe evaluation. Assumptions underlying the preordinate model are uncovered, and stren,:ths and weaknesses of the model are reviewed. Several steps for enriching the model are thin prescribed.

Educational Technology, 1975

Journal of Teacher Education, 1985

What impact does a teacher education program have as a source of ideas for subsequent teaching pr... more What impact does a teacher education program have as a source of ideas for subsequent teaching practice? To an swer this question, Clark and his col leagues collected "origins" behavior for 71 student teachers and first-year teachers. Through systematic class room observation of the subjects, 1,346 teaching behaviors were observed and analyzed. Immediately after a behavior was exhibited, the teacher described what he or she perceived as the origin of that behavior. The dominant behavior related to instructional activities and the most frequently perceived origin was "my own idea." Few behaviors were attributed by the teachers to their work with university faculty members. The authors discuss the reasons for their findings, and they propose several ways of mitigating the powerful influence of personal experience.

Journal of Teacher Education, 1971

as a specification of what should be measured. Arguments for behavioral objectives were not only ... more as a specification of what should be measured. Arguments for behavioral objectives were not only self-evident but powerful and persuasive; yet, when these teachers attempted to implement them, other equally frustrating problems arose. They found themselves, for example, ending up with unrelated and trivial student outcomes that were foreign to the important concepts and principles currently being taught. Thus, many teachers are presently holding behavioral objectives in abeyance, either until they go away or until someone can fit them comfortably into their ongoing teaching operations. Clearly, most educators are not ready to leave the behavioral objectives movement

Journal of Teacher …, 2002

Three types of data were gathered on a partnership and a single-placement model of early field ex... more Three types of data were gathered on a partnership and a single-placement model of early field experience. Data came from mentor and preservice teacher interviews, preservice teacher time logs, and transcripts of planning sessions. Although all mentors and preservice teachers found value in their experience, data indicate that those who participated in partnership placements had a very different experience. Preservice teachers in partner-placements felt better supported and were able to engage in greater instructional risks within the classroom. Children in classrooms where partners were placed were reportedly better served. Mentors in partnership placements were more flexible in planning with preservice teachers and appeared to be more trusting. The authors conclude that partnership placement holds promise for providing richer, more interesting, and more educative early field experience for elementary preservice teachers than traditional practice allows.

Journal of Accounting Education, 1994

The Journal of Educational Research, 1969

Teaching and Teacher Education, 2003

Two models of student teaching were compared: the traditional model of placing one student teache... more Two models of student teaching were compared: the traditional model of placing one student teacher with a mentor teacher and a peer teaching model, where two student teachers worked with one mentor. While the peer teaching model involved some trade-offs, the model was found to have a positive impact on children and to offer several important advantages for student teachers including increased support, the opportunity for on-going conversation about teaching, and experience in learning how to collaborate to improve practice. Mentor teachers found much of value in the model and support its continued use.

Journal of Verbal Learning and Verbal Behavior, 1968

Performance & Instruction, 1982

Journal of Educational Psychology, 1971

... Guy , DE Dodd , DH Justesen , DR (1965). Concept identification: The effects of varying lengt... more ... Guy , DE Dodd , DH Justesen , DR (1965). Concept identification: The effects of varying length and informational components of the intertrial interval. ... Jeffrey , WE Kluppel , DD (1962). Mediational variables in concept formation. Psychological Reports, 1962, 10, 191-202. ...