Teacher trainees who experienced the Clinical Supervision Model rated their university supervisors significantly higher than trainees under the traditional system¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? TTs in the experimental group gave significantly higher overall satisfaction ratings to their university supervisors than TTs in the control group (Mann-Whitney U = 6958.00, p < .001). → Gürsoy 2016

Evidence¶

Gürsoy 2016¶

Gürsoy, E., Kesner, J. E., & Salihoglu, U. M. (2016). Clinical Supervision Model in Teaching Practice: Does it Make a Difference in Supervisors' Performance?. Australian Journal of Teacher Education, 41(11). https://doi.org/10.14221/ajte.2016v41n11.5

q3 · i? · causal · r2

Nonparametric comparison of supervisor satisfaction surveys (12 Likert-type items, Cronbach's alpha .97 for TTs) between experimental (n=191 TTs) and control (n=100 TTs) groups over two years. The article reports "statistically significant differences in the overall rating of the US" favoring the experimental group; no effect size is printed.

"The Mann-Whitney U test for the TTs evaluations of the US revealed statistically significant differences in the overall rating of the US, U = 6958.00, p < .001. TTs who were in the experimental group had higher scores on their evaluation of their US."

Discussion¶

Related Claims¶

• Trainees exposed to the Clinical Supervision Model developed more critical, better-justified evaluations of supervision quality than control-group trainees — related
• Cooperating teachers who experienced the Clinical Supervision Model rated their university supervisors significantly higher than cooperating teachers under the traditional system — related
• Experimental-group trainees reported more frequent observations and more systematic, adequate feedback than control-group trainees — related