{"id":{"repo_id":"wvu","oai_identifier":"oai:researchrepository.wvu.edu:etd-1727"},"canonical_url":"https://search.dev.ndltd.org/etd/wvu/oai:researchrepository.wvu.edu:etd-1727","repository":{"repo_id":"wvu","name":"West Virginia University","base_url":"https://researchrepository.wvu.edu/do/oai/"},"display":{"title":"Years of teaching experience and descriptions of educational situations","abstract":"This study examined the relationship between years of teaching experience and the type of descriptions given of educational situations. Participants were certified teachers with 1 to 27 years of teaching experience and preservice teachers with 0 years of teaching experience. A coding system was developed as an objective method for extracting participants' descriptions of actions and consequences pertaining to student and teacher behavior. Results did not support the original hypothesis that a relationship would be found between years of teaching experience and the descriptions made. However, several other relationships among certain characteristics of the descriptions were found.;The typical description made by participants was found to (1) focus descriptions of causal relationships on student actions and consequences rather than on teacher actions and consequences and (2) involve more complete and detailed descriptions of student action than of teacher action.","abstract_html":"This study examined the relationship between years of teaching experience and the type of descriptions given of educational situations. Participants were certified teachers with 1 to 27 years of teaching experience and preservice teachers with 0 years of teaching experience. A coding system was developed as an objective method for extracting participants' descriptions of actions and consequences pertaining to student and teacher behavior. Results did not support the original hypothesis that a relationship would be found between years of teaching experience and the descriptions made. However, several other relationships among certain characteristics of the descriptions were found.;The typical description made by participants was found to (1) focus descriptions of causal relationships on student actions and consequences rather than on teacher actions and consequences and (2) involve more complete and detailed descriptions of student action than of teacher action.","abstract_has_math":false,"creators":["Stapleford, Dana J."],"institution":null,"degree_name":"MA","degree_level":"Thesis","degree_discipline":"Learning Sciences and Human Development","degree_department":null,"school":null,"contributors":["Richard T. Walls.","Anne H. Hardi","Deborah J. Hendricks"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2003,"date_issued":"2003-12-01T08:00:00Z","date_published":"2003-12-01T08:00:00Z","updated_at":"2026-07-24T06:14:53Z","subjects":["Educational psychology"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["https://researchrepository.wvu.edu/etd/724"],"render_values":[{"text":"https://researchrepository.wvu.edu/etd/724","href":"https://researchrepository.wvu.edu/etd/724","code":true}]}]},"links":{"outbound_url":"https://doi.org/10.33915/etd.724","outbound_label":"DOI","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Richard T. Walls.","Anne H. Hardi","Deborah J. 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Participants were certified teachers with 1 to 27 years of teaching experience and preservice teachers with 0 years of teaching experience. A coding system was developed as an objective method for extracting participants' descriptions of actions and consequences pertaining to student and teacher behavior. Results did not support the original hypothesis that a relationship would be found between years of teaching experience and the descriptions made. However, several other relationships among certain characteristics of the descriptions were found.;The typical description made by participants was found to (1) focus descriptions of causal relationships on student actions and consequences rather than on teacher actions and consequences and (2) involve more complete and detailed descriptions of student action than of teacher action."]},{"key":"dc:title","label":"Title","values":["Years of teaching experience and descriptions of educational situations"]}]}],"canonical_facts":{"dc:contributor":["Richard T. Walls.","Anne H. Hardi","Deborah J. Hendricks"],"dc:creator":["Stapleford, Dana J."],"dc:date.available":["2019-01-17T08:00:00Z"],"dc:description.abstract":["This study examined the relationship between years of teaching experience and the type of descriptions given of educational situations. Participants were certified teachers with 1 to 27 years of teaching experience and preservice teachers with 0 years of teaching experience. A coding system was developed as an objective method for extracting participants' descriptions of actions and consequences pertaining to student and teacher behavior. Results did not support the original hypothesis that a relationship would be found between years of teaching experience and the descriptions made. However, several other relationships among certain characteristics of the descriptions were found.;The typical description made by participants was found to (1) focus descriptions of causal relationships on student actions and consequences rather than on teacher actions and consequences and (2) involve more complete and detailed descriptions of student action than of teacher action."],"dc:identifier":["https://doi.org/10.33915/etd.724","https://researchrepository.wvu.edu/etd/724"],"dc:subject":["Educational psychology"],"dc:title":["Years of teaching experience and descriptions of educational situations"],"thesis:degree_discipline":["Learning Sciences and Human Development"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["MA"]},"updated_at":"2026-07-24T06:14:53Z"}