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The effects of generative teaching o...

Stuckey-Mickell, Tracey A.

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The effects of generative teaching on pre-service teachers' comprehension and application of instructional design principles.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	The effects of generative teaching on pre-service teachers' comprehension and application of instructional design principles./
作者:	Stuckey-Mickell, Tracey A.
面頁冊數:	201 p.
附註:	Source: Dissertation Abstracts International, Volume: 71-06, Section: A, page: 1948.
Contained By:	Dissertation Abstracts International71-06A.
標題:	Education, Instructional Design. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3404877
ISBN:	9781124024240

The effects of generative teaching on pre-service teachers' comprehension and application of instructional design principles.
Stuckey-Mickell, Tracey A.

The effects of generative teaching on pre-service teachers' comprehension and application of instructional design principles. - 201 p.

Source: Dissertation Abstracts International, Volume: 71-06, Section: A, page: 1948.

Thesis (Ed.D.)--Northern Illinois University, 2010.

The purpose of this study was to investigate the effects of a generative teaching technique on pre-service teachers' ability to demonstrate comprehension and higher level learning outcomes. A randomized, pre-test/post-test, control group design was used to determine the influence of a generative teaching technique, which involved generation of summaries, examples, and analogies on the learners' performance on a paper-and-pencil classroom assessment. The classroom assessment was designed to assess knowledge, comprehension, and application/reasoning outcomes and was piloted before use in the study.

ISBN: 9781124024240Subjects--Topical Terms:

1669073
Education, Instructional Design.

The effects of generative teaching on pre-service teachers' comprehension and application of instructional design principles.
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245 1 4 $a The effects of generative teaching on pre-service teachers' comprehension and application of instructional design principles.
300 $a 201 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-06, Section: A, page: 1948.
500 $a Advisers: Sharon E. Smaldino; Lisa C. Yamagata-Lynch.
502 $a Thesis (Ed.D.)--Northern Illinois University, 2010.
520 $a The purpose of this study was to investigate the effects of a generative teaching technique on pre-service teachers' ability to demonstrate comprehension and higher level learning outcomes. A randomized, pre-test/post-test, control group design was used to determine the influence of a generative teaching technique, which involved generation of summaries, examples, and analogies on the learners' performance on a paper-and-pencil classroom assessment. The classroom assessment was designed to assess knowledge, comprehension, and application/reasoning outcomes and was piloted before use in the study.
520 $a The sample consisted of 68 upper-level, primarily Caucasian-American, female education students at a large Midwestern university. Participants were recruited from three different class sections of an upper-level instructional technology course. The students participated in an interactive lecture on instructional design principles, which was a regular course topic, so the lecture was conducted as part of their normal class activities. The interactive lecture was delivered by a single instructor across all sections of the course.
520 $a Participants were randomly assigned to the treatment and control groups within each section of the course. The treatment group (n=34) generated summaries, examples, and analogies during the learning activities while the control group (n=34) completed review activities. Both groups completed the learning activities simultaneously.
520 $a There were no significant differences between the assessment sub-scores or total scores of the treatment and control groups; however, these results are fairly consistent with the inconclusive findings of existing studies that examined generative teaching specifically for its effectiveness to facilitate higher level learning. The current study's findings imply that there may be more unanswered questions about the use of generative learning for higher level learning outcomes. Broader implications for the field of instructional design, education, and future research opportunities are discussed.
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