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oai:www.ideals.illinois.edu:2142/19021 2023-07-10 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

Rosenshine, Barak Clark, James Hartman 2011-05-07T11:54:35Z 2011-05-07T11:54:35Z 10000-01-01 1992 Two distinct teaching methods exist: explicit teaching, or the teaching of skills and expository teaching, or the teaching of textual content areas. Although extensive research has demonstrated how to teach explicit skills, little research exists on how to teach expository text. The purpose of this research was to conduct a process-product study to determine the effect of expository instructional procedures on student achievement in U.S. history classes in a suburban high school. A teaching manual containing possible expository instructional procedures was written and U.S. History teachers were trained to use the contents of the manual as they presented a three-day instructional unit. After the conclusion of the teacher training but prior to the teaching of the unit, a 30-item multiple choice test composed of 15 factual and 15 integrative questions was constructed. A pretest was administered to all students in the experimental and control groups. The unit of instruction was then presented to the students in both groups. The experimental group teachers used the key elements of the expository methodology during instruction. The control group teachers taught the unit using their individual teaching method. Following the unit, the students were posttested to determine the effectiveness of the method followed, ten days later, by a maintenance test to determine long-term retention. Statistical significance was determined by analyzing student scores on factual and integrative questions. The scores were divided into high, middle, and low score ranges on each test. The results indicate only the experimental group in the middle score range on the maintenance test factual questions were significantly superior to similar students in the control group. Implications of the study and suggestions for future research are also presented. Made available in DSpace on 2011-05-07T11:54:35Z (GMT). No. of bitstreams: 2 license.txt: 4922 bytes, checksum: 910b249b4beec47e7ab768910c8f966f (MD5) 9215795.pdf: 5199015 bytes, checksum: 1376727c1273dfae25685aae37de2ecb (MD5) Previous issue date: 1992 Item marked as restricted to the 'UIUC Users [automated]' Group (id=2) by Howard Ding (hding2@illinois.edu) on 2011-05-07T14:34:07Z Item is restricted indefinitely. Restriction data tranferred 2014-07-01T11:12:53-05:00 Original Data Group with Access UIUC Users [automated] Release Date: none Reason: ETDs are only available to UIUC Users without author permission ETDs are only available to UIUC Users without author permission U of I Only AAI9215795 (UMI)AAI9215795 http://hdl.handle.net/2142/19021 eng Copyright 1992 Clark, James Hartman Education Administration Teacher Training Curriculum and Instruction The effects of expository teaching methodologies on student achievement of suburban students at the secondary-level text Education Education University of Illinois at Urbana-Champaign Dissertation Ed.D.