Immediate and Delayed Effects of Using a Classroom Case Exemplar in Teacher Education: The Role of Presentation Format

Autor/inn/en	Moreno, Roxana; Valdez, Alfred
Titel	Immediate and Delayed Effects of Using a Classroom Case Exemplar in Teacher Education: The Role of Presentation Format
Quelle	In: Journal of Educational Psychology, 99 (2007) 1, S.194-206 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
Schlagwörter	Matched Groups; Visual Aids; Case Method (Teaching Technique); Modeling (Psychology); Theory Practice Relationship; Retention (Psychology); Teacher Education; Instructional Materials; Higher Education; Observational Learning; Affective Behavior; Student Behavior; Educational Technology + Suchen Sie Ihr Suchwort? Anschauungsmaterial; Case method; Fallmethode; Modeling; Modelling; Modellierung; Theorie-Praxis-Beziehung; Merkfähigkeit; Lehrerausbildung; Lehrerbildung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Hochschulbildung; Hochschulsystem; Hochschulwesen; Imitationslernen; Affective disturbance; Active behaviour; Affektive Störung; Student behaviour; Schülerverhalten
Abstract	Students learned teaching principles either with or without (control group) the presentation of a classroom exemplar in video or text format. Across 2 experiments, the video group produced higher transfer scores and affective ratings than the other groups. Four weeks later, the video group recalled more information about the exemplar than the text group, but no treatment effects were found on transfer. Qualitative analyses (Experiment 2) showed that the video group produced a significantly larger number of modeled behaviors in the transfer test than the text (immediate) and control (immediate and delayed) groups. Results encourage using classroom video exemplars to promote students' affect and retention, but suggest that additional pedagogies are needed to promote longer term transfer of theory into practice. (Author).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10