The Effects of Instructional Method on Preservice Teachers' Learning, Cognitive Processes, and Decision-Making Skills

Persistent Link:
http://hdl.handle.net/10150/195804
Title:
The Effects of Instructional Method on Preservice Teachers' Learning, Cognitive Processes, and Decision-Making Skills
Author:
Florez, Ida Rose
Issue Date:
2009
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
This dissertation is a study of case-based instruction in early childhood teacher preparation. I sought to determine if case-based instruction could be used effectively to develop theoretical knowledge, cognitive processes, and decision-making skills in preservice early childhood teachers, and if case-based instruction provided any measurable benefit over more efficient traditional didactic instructional practices. Results indicate case-based instruction can enhance preservice early childhood teachers' learning of theoretical knowledge when used in combination with standard textbook readings and conventional examinations. Findings also indicate case-based instruction may differentially impact students with different levels of prior knowledge. Some data suggest traditional didactic instructional can positively impact preservice teachers' cognitive processes and decision-making skills. Results also indicate case-based instruction may facilitate consolidation of misconceptions held by early childhood preservice teachers.
Type:
text; Electronic Dissertation
Keywords:
Case methods; Early Childhood; Teacher Preparation
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Educational Psychology; Graduate College
Degree Grantor:
University of Arizona
Advisor:
McCaslin, Mary
Committee Chair:
McCaslin, Mary

Full metadata record

DC FieldValue Language
dc.language.isoENen_US
dc.titleThe Effects of Instructional Method on Preservice Teachers' Learning, Cognitive Processes, and Decision-Making Skillsen_US
dc.creatorFlorez, Ida Roseen_US
dc.contributor.authorFlorez, Ida Roseen_US
dc.date.issued2009en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThis dissertation is a study of case-based instruction in early childhood teacher preparation. I sought to determine if case-based instruction could be used effectively to develop theoretical knowledge, cognitive processes, and decision-making skills in preservice early childhood teachers, and if case-based instruction provided any measurable benefit over more efficient traditional didactic instructional practices. Results indicate case-based instruction can enhance preservice early childhood teachers' learning of theoretical knowledge when used in combination with standard textbook readings and conventional examinations. Findings also indicate case-based instruction may differentially impact students with different levels of prior knowledge. Some data suggest traditional didactic instructional can positively impact preservice teachers' cognitive processes and decision-making skills. Results also indicate case-based instruction may facilitate consolidation of misconceptions held by early childhood preservice teachers.en_US
dc.typetexten_US
dc.typeElectronic Dissertationen_US
dc.subjectCase methodsen_US
dc.subjectEarly Childhooden_US
dc.subjectTeacher Preparationen_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineEducational Psychologyen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorMcCaslin, Maryen_US
dc.contributor.chairMcCaslin, Maryen_US
dc.contributor.committeememberMarx, Ronald W.en_US
dc.contributor.committeememberGood, Thomas L.en_US
dc.contributor.committeememberSabers, Darrellen_US
dc.identifier.proquest10393en_US
dc.identifier.oclc659752008en_US
All Items in UA Campus Repository are protected by copyright, with all rights reserved, unless otherwise indicated.