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dc.creatorCummins, Richard Aaronen_US
dc.date.accessioned2012-06-07T22:52:01Z
dc.date.available2012-06-07T22:52:01Z
dc.date.created1998en_US
dc.date.issued1998
dc.identifier.urihttp://hdl.handle.net/1969.1/ETD-TAMU-1998-THESIS-C86en_US
dc.descriptionDue to the character of the original source materials and the nature of batch digitization, quality control issues may be present in this document. Please report any quality issues you encounter to digital@library.tamu.edu, referencing the URI of the item.en_US
dc.descriptionIncludes bibliographical references: p. 54-56.en_US
dc.descriptionIssued also on microfiche from Lange Micrographics.en_US
dc.description.abstractThe purpose of this study was to examine: 1) differences in students'group task skills after working on a trained or untrained project team; 2) differences in students'group maintenance skills after working on a trained or untrained project team; 3)differences in students'attitudes about group task skills; and 4) differences in students'attitudes about group maintenance skills. A correlational design was used for this study. The procedure for this study followed a pretest-posttest nonequivalent control group design. The sample consisted of students enrolled in a senior seminar class at Texas A&M University during the Spring semester of 1998. The instrument used, the Team Orientation and Behavior Inventory (TOBI), measured students'attitudes and self-perceived skills for working on a team. The TOBI consisted of 56 statements describing various team situations. Responses were based on a seven point Likert-type scale. The study found that team training combined with group assignments may have an impact on students' self-perceived teamwork skills, while group assignments alone have no impact on students'selfperceived teamwork skills. Like other studies, this study found that training has no impact on students'attitudes toward working in a group. The following recommendations for action were based on the findings and conclusions of this study: collegiate curriculum should provide explicit teamwork training in the classroom; students should not be expected to have an innate understanding of teamwork, nor should students be expected to 'pick up" teamwork as a result of group assignments. Second, team training should be provided early in students'collegiate careers in order to facilitate later group assignments and help students fully develop team skills.en_US
dc.format.mediumelectronicen_US
dc.format.mimetypeapplication/pdfen_US
dc.language.isoen_USen_US
dc.publisherTexas A&M Universityen_US
dc.rightsThis thesis was part of a retrospective digitization project authorized by the Texas A&M University Libraries in 2008. Copyright remains vested with the author(s). It is the user's responsibility to secure permission from the copyright holder(s) for re-use of the work beyond the provision of Fair Use.en_US
dc.subjectagricultural education.en_US
dc.subjectMajor agricultural education.en_US
dc.titleAn assessment of team teaching methodologies in selected classes at Texas A&M Universityen_US
dc.typeThesisen_US
thesis.degree.disciplineagricultural educationen_US
thesis.degree.nameM.S.en_US
thesis.degree.levelMastersen_US
dc.type.genrethesis
dc.type.materialtexten_US
dc.format.digitalOriginreformatted digitalen_US


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