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Analyzing expert, postulant, and nov...

Boston University.

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Analyzing expert, postulant, and novice instruction in culinary and pastry arts laboratory classrooms.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Analyzing expert, postulant, and novice instruction in culinary and pastry arts laboratory classrooms./
作者:	Stamm-Griffin, Christine.
面頁冊數:	380 p.
附註:	Major Professor: Charles S. White.
Contained By:	Dissertation Abstracts International62-01A.
標題:	Education, Higher. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3002614
ISBN:	9780493113265

Analyzing expert, postulant, and novice instruction in culinary and pastry arts laboratory classrooms.
Stamm-Griffin, Christine.

Analyzing expert, postulant, and novice instruction in culinary and pastry arts laboratory classrooms. - 380 p.

Major Professor: Charles S. White.

Thesis (Ed.D.)--Boston University, 2001.

The purpose of this study was to explore whether instruction in post secondary, experientially based classrooms would result in teachers exhibiting similar characteristics of instruction across the levels of teaching expertise consistent with research literature.

ISBN: 9780493113265Subjects--Topical Terms:

543175
Education, Higher.

Analyzing expert, postulant, and novice instruction in culinary and pastry arts laboratory classrooms.
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300 $a 380 p.
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500 $a Source: Dissertation Abstracts International, Volume: 62-01, Section: A, page: 0100.
502 $a Thesis (Ed.D.)--Boston University, 2001.
520 $a The purpose of this study was to explore whether instruction in post secondary, experientially based classrooms would result in teachers exhibiting similar characteristics of instruction across the levels of teaching expertise consistent with research literature.
520 $a Several aspects of the methodology were adapted from the Clarridge study (1988). Six teachers of various levels of expertise (two experts, two postulants, and two novices) volunteered and were given one half hour to plan a lecture on a previously undisclosed topic. They were then allowed one half hour to present the lecture to culinary and pastry arts student volunteers while being videotaped by the researcher. Nine experts from three different perspectives (pedagogy, subject matter, and non-verbal communication) then analyzed the videotaped lectures. The findings of the study were derived from the nine expert analyses of the teaching subjects, descriptive statistics, and analysis of variance calculated using the Friedman Q-statistic test to determine inter-rater reliability.
520 $a The study found that expert teachers outperformed postulants and novices in their organization and comprehension of content knowledge, display of pedagogical content knowledge, and comfort level in their roles as teachers. Most significantly, the study found that postulants in experientially oriented classrooms may exhibit and more effectively teach subject matter than novices although both groups were weak in their pedagogy and pedagogical content knowledge. Postulants also appeared more confident in their roles as teachers in experientially oriented classrooms than did the novices. The Friedman Q-statistic test concluded at a five percent level that the expert observers' ratings were not significantly different from each other across the perspectives and were not significantly different from each other in their ratings of cross category items. Individual cross category questions were not good predictors of inter-rater reliability.
520 $a The findings of this study combined with further postulant research could reveal a way to make alternative teacher certification programs more comparable to traditional teacher training programs, at least from a standpoint of pedagogy. In addition, the study could have implications for designing other pre-service and in-service training programs for various levels of teaching expertise.
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