Protocol Materials as a Tool for Changing Teacher Behavior

Abstract

This study is concerned with changes in teacher behavior brought about by training with the USU Protocol Modules. Nineteen in-service elementary teachers were studied using a single group pretest-posttest design. Teachers made statistically significant gains in five of the seven specific behaviors covered in the training materials. The authors also compared gains related to Protocol Materials training with gains related to Minicourse training on six of the seven variables where comparable data were available. The two instructional models brought about similar gains on most of the behaviors compared. It is concluded that the simpler Protocol model is as effective as the Minicourse model for changing simple, clearly defined teacher behaviors.