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dc.contributor.advisorLindsley, Ogden
dc.contributor.authorStarlin, Ann H.
dc.date.accessioned2019-12-03T23:06:07Z
dc.date.available2019-12-03T23:06:07Z
dc.date.issued1986-08-31
dc.identifier.urihttp://hdl.handle.net/1808/29824
dc.description.abstractThis study explored the use of Precision Teaching by 15 principals trained in Precision Teaching. The primary purpose was to identify variables contributing to their continuance or discontinuance of standard celeration charting. Telephone interviews were conducted to determine which principals have continued and which principals have discontinued charting. Seven of the 15 principals discontinued charting; eight have continued to chart.

Fifteen other principals not trained in Precision Teaching were interviewed by telephone to determine their satisfaction or dissatisfaction with current measurement practices in their classrooms. Forty-two percent responded that they were satisfied. Fifty-eight percent responded that they were not satisfied. These principals were given specific information regarding Precision Teaching, and their reactions, feelings, and predictions were examined.

Five Precision Teaching trainers were interviewed by telephone to collect their estimates regarding the results of this study. When comparing their estimates with actual outcomes, they made as many accurate estimates about charting principals as they did about noncharting principals.

The following conclusions were derived from the findings and literature reviewed for this study: (1) Student learning is viewed as important, i.e., should be done; but other aspects of the role of the principal are more compelling, i.e., have to be done. The net result is that student learning is not assessed by a system that monitors daily performance or weekly improvement. (2) Unless future circumstances change, training programs in Precision Teaching can expect that approximately half of those trained will implement the procedures and continue charting, and half will either not implement Precision Teaching procedures or implement the procedures and then, over time, drop charting. (3) The relative strength of rewarding, punishing, and ignoring on the part of superiors, family, and others is important to maintain charting. (4) Teachers need additional training in administrative applications when they move into a principalship. (5) Sufficient time is not available for principals to be proactive with respect to important dimensions of the position, e.g., implementing Precision Teaching in instructional supervision. (6) Some principals do not feel comfortable with their decision to stop charting.
dc.publisherUniversity of Kansasen_US
dc.rightsThis item is protected by copyright and unless otherwise specified the copyright of this thesis/dissertation is held by the author.en_US
dc.titleSurvey of fifteen principals trained in precision teaching exploring their use of the standard celeration charten_US
dc.typeDissertationen_US
dc.thesis.degreeDisciplineEducational Policy and Administration
dc.thesis.degreeLevelPh.D.
dc.rights.accessrightsopenAccessen_US


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