EFFECTIVENESS OF INTERACTIVE VIDEO INSTRUCTION ON TEACHERS CLASSROOM MANAGEMENT DECLARATIVE KNOWLEDGE

Few teaching areas receive greater attention by administrators than cl assroom management and discipline. Given the importance of managerial skills, how do teachers develop the pedagogical content knowledge and skill to assist in the appropriate selection and application of manage ment techniques? This study was designed to compare the Interactive Vi deo Classroom Management Training Program (IVCMTP), a teacher-directed videotape, and a traditional lecture instructional mode for instructi onal effectiveness in developing teaching candidates' declarative know ledge of classroom management. ANCOVA indicated significant group effe cts (p < .05). Post hoc procedures revealed that the interactive video instruction program group scored significantly higher on a cognitive managerial assessment instrument than the teacher-directed video instr uction group, the teacher-directed instruction group, or the control g roup. An interactive video training program appears to be an effective means for developing classroom management knowledge when compared to more traditional teaching methods.