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Title:Effects of integrating cognitive apprenticeship instructional methods into the community college writing classroom
Author(s):Duncan, Sarah L. Smith
Doctoral Committee Chair(s):Johnson, Scott D.
Department / Program:Education
Degree Granting Institution:University of Illinois at Urbana-Champaign
Subject(s):Education, Community College
Education, Language and Literature
Education, Curriculum and Instruction
Abstract:This study examined the effects of integrating cognitive apprenticeship instructional methods into community college writing instruction--a problem solving approach (see Flower, 1993; Flower & Hayes, 1980) using think aloud modeling (Collins, Brown, & Holum, 1991; Schoenfeld, 1985). Nine intact classes were randomly assigned to treatments and control groups; data included ACT's Collegiate Assessment of Academic Proficiency Writing Skills Test (1993), essay scores, instructor journals, classroom observations, and instructor interviews. MANCOVA indicated that cognitive apprenticeship is effective in writing instruction. Treatment students' post test means were higher at a statistically significant level than the controls'. Subsequent univariate ANOVAs found statistically significant differences in CAAP post-test means. Univariate ANCOVA revealed statistically significant differences among treatment groups. ANOVAs found significance between groups. No significance was found for essays. Modeling instructors reported (a) increased student attention and enthusiasm, (b) that they would continue to perform think aloud modeling during instruction, and that they felt new modeling instructors will need intensive and on-going training, coaching, and feedback.
Issue Date:1996
Rights Information:Copyright 1996 Duncan, Sarah L. Smith
Date Available in IDEALS:2011-05-07
Identifier in Online Catalog:AAI9702505
OCLC Identifier:(UMI)AAI9702505

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