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The instrument was divided into five subtopics. (Refer to Appendix A.) An explanation of each subtopic follows:
1. Nature of the situation Described whether teacher
or pupils are center of attention and whether commercial materials or student projects are in evidence in the classroom.
2. Nature of the problem Described whether learning,
ideas and activities are teacher centered or student centered. Are students involved in discovery
of new interests?
3. Use of subject matter Described whether teacher
used a single source of information and ignored student interests in subject matter or used many
sources and student ideas.
4. Evaluation Described whether teacher allowed student to put his ideas to a test or inhibited him.
5. Differentiation Described whether students were
expected to learn certain material and work on the
same tasks or work at different tasks that concerned the student.
The even numbered responses on the instrument indicated
change in teacher behavior related to the skills of the module. The odd numbered responses indicated the opposite position.
Observers were trained in the use of the instrument by an experienced trainer using video-tape segments of classroom situations. Reliability was established through observer agreement.
The Pupil Questionnaire was used to measure change in pupil behavior following teachers' mastery of the skills of the module. This instrument (See Appendix B, p. 91) was