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oai:www.ideals.illinois.edu:2142/19398 2023-07-10 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

Johnson, Scott D. Duncan, Sarah L. Smith 2011-05-07T12:06:18Z 2011-05-07T12:06:18Z 10000-01-01 1996 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. Made available in DSpace on 2011-05-07T12:06:18Z (GMT). No. of bitstreams: 2 license.txt: 4922 bytes, checksum: 910b249b4beec47e7ab768910c8f966f (MD5) 9702505.pdf: 5063411 bytes, checksum: bea22556fec80b50f07a4b82c7c4fe54 (MD5) Previous issue date: 1996 Item marked as restricted to the 'UIUC Users [automated]' Group (id=2) by Howard Ding (hding2@illinois.edu) on 2011-05-07T14:36:41Z Item is restricted indefinitely. Restriction data tranferred 2014-07-01T11:14:54-05:00 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 9780591087239 AAI9702505 (UMI)AAI9702505 http://hdl.handle.net/2142/19398 eng Copyright 1996 Duncan, Sarah L. Smith Education, Community College Education, Language and Literature Education, Curriculum and Instruction Effects of integrating cognitive apprenticeship instructional methods into the community college writing classroom text Education Education University of Illinois at Urbana-Champaign Dissertation Ph.D.