Aptitude-Treatment Interaction Research [electronic resource] : Implications for Physical Education / Stephen Silverman.
The aptitude-treatment interaction (ATI) design focuses on teacher effectiveness and on how the effectiveness of the teacher interacts with the stable characteristics of the student. The underlying assumptions of the ATI design are similar to and an extension of other teacher effectiveness research...
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Full Text (via ERIC) |
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| Main Author: | |
| Format: | Electronic eBook |
| Language: | English |
| Published: |
[S.l.] :
Distributed by ERIC Clearinghouse,
1982.
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| Subjects: |
MARC
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| 100 | 1 | |a Silverman, Stephen. | |
| 245 | 1 | 0 | |a Aptitude-Treatment Interaction Research |h [electronic resource] : |b Implications for Physical Education / |c Stephen Silverman. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1982. | ||
| 300 | |a 15 p. | ||
| 500 | |a ERIC Document Number: ED221522. | ||
| 500 | |a ERIC Note: Paper presented at the Annual Conference of the American Alliance for Health, Physical Education, Recreation and Dance (Houston, TX, April 1982). |5 ericd. | ||
| 520 | |a The aptitude-treatment interaction (ATI) design focuses on teacher effectiveness and on how the effectiveness of the teacher interacts with the stable characteristics of the student. The underlying assumptions of the ATI design are similar to and an extension of other teacher effectiveness research designs, such as the process-product design. The ATI research design can be used in examining questions related to physical education. Steps an ATI researcher would most likely pursue include: (1) Selecting treatments that have a foundational base in the literature; (2) Identifying aptitudes that have methods for reliable and valid measurement (The number selected should be manageable within the framework of the experimental design); (3) Identifying outcomes/skill measures (The skill being tested should be that skill being taught by the teacher); (4) Training teachers to execute the treatment as planned and teach the material that is being pretested or posttested; (5) Discerning and measuring aptitudes (Teachers or school records may be required to obtain information on aptitudes, and all appropriate regulations regarding privacy and student/subject rights must be respected); (6) Randomly assigning subjects (Unless true randomization of subjects is possible, a pretest is required); and (7) Measuring posttest skills to obtain the necessary information on student learning for each of the subjects and each treatment and aptitude level. (JD) | ||
| 650 | 1 | 7 | |a Aptitude Treatment Interaction. |2 ericd. |
| 650 | 0 | 7 | |a Educational Research. |2 ericd. |
| 650 | 1 | 7 | |a Measurement Techniques. |2 ericd. |
| 650 | 0 | 7 | |a Physical Education. |2 ericd. |
| 650 | 1 | 7 | |a Research Design. |2 ericd. |
| 650 | 1 | 7 | |a Student Characteristics. |2 ericd. |
| 650 | 1 | 7 | |a Teacher Effectiveness. |2 ericd. |
| 650 | 0 | 7 | |a Teaching Methods. |2 ericd. |
| 650 | 0 | 7 | |a Teaching Styles. |2 ericd. |
| 650 | 1 | 7 | |a Test Validity. |2 ericd. |
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