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Studying the Impact of Three Different Instructional Methods on Preservice Teachers' Decision-Making
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Cevik, Yasemin Demiraslan; Andre, Thomas – Research Papers in Education, 2014
This study compared the impact of three types of instructional methods (case-based learning, worked example and faded worked example) on preservice teachers' (n?=?72) decision-making about classroom management. A quasi-experimental study was conducted to investigate both the outcomes and the processes of preservice teachers' decision-making…
Descriptors: Preservice Teachers, Decision Making, Teaching Methods, Case Method (Teaching Technique)
Examining Preservice Teachers' Classroom Management Decisions in Three Case-Based Teaching Approaches
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Cevik, Yasemin Demiraslan; Andre, Thomas – Online Submission, 2013
This study was aimed at comparing the impact of three types of case-based approaches (worked example, faded work example, and case-based reasoning) on preservice teachers' decision making and reasoning skills related to realistic classroom management situations. Participants in this study received a short-term implementation of one of these three…
Descriptors: Case Method (Teaching Technique), Classroom Techniques, Preservice Teachers, Decision Making
Examining Preservice Teachers' Classroom Management Decisions in Three Case-Based Teaching Approaches
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Demiraslan-Çevik, Yasemin; Andre, Thomas – International Journal of Education in Mathematics, Science and Technology, 2013
This study was aimed at comparing the impact of three types of case-based approaches (worked example, faded work example, and case-based reasoning) on preservice teachers' decision making and reasoning skills related to realistic classroom management situations. Participants in this study received a short-term implementation of one of these three…
Descriptors: Preservice Teachers, Classroom Techniques, Case Studies, Teaching Methods
Type of Inserted Question and the Study-Posttest Delay.
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Andre, Thomas – Journal of Experimental Education, 1990
Two experiments with 254 and 76 undergraduates, respectively, investigated the hypothesis that there would be an effect of questions concerning application of concepts only when there was an interval between study and test. Results confirm the hypothesis regarding application questions inserted in text read by undergraduates. (TJH)
Descriptors: Higher Education, Pretests Posttests, Questioning Techniques, Reading Tests
The Role of Paraphrased Adjunct Questions in Facilitating Learning from Prose.
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Andre, Thomas – Contemporary Educational Psychology, 1981
College students read prose passages and answered either verbatim or paraphrased inserted questions while reading under review or no review conditions. On a posttest students who received paraphrased questions outperformed students who received verbatim questions. This result supported the contention that paraphrased adjunct questions could…
Descriptors: Cognitive Processes, Higher Education, Learning Processes, Memory
Use of a Microcomputer Simulation and Conceptual Change Text to Overcome Student Preconceptions about Electric Circuits.
Carlsen, David D.; Andre, Thomas – Journal of Computer-Based Instruction, 1992
Describes a study of undergraduates at Iowa State University that tested the effectiveness of a computer simulation of electric circuits used in combination with a conceptual change approach to science instruction. Erroneous preconceptions of scientific concepts are discussed, and the use of traditional text is compared with conceptual change…
Descriptors: Analysis of Variance, Computer Assisted Instruction, Computer Simulation, Concept Teaching