University of Illinois Urbana-Champaign

Effects of integrating cognitive apprenticeship instructional methods into the community college writing classroom

Duncan, Sarah L. Smith

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https://hdl.handle.net/2142/19398

Description

Title
Effects of integrating cognitive apprenticeship instructional methods into the community college writing classroom
Author(s)
Duncan, Sarah L. Smith
Issue Date
1996
Doctoral Committee Chair(s)
Johnson, Scott D.
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
  • Education, Community College
  • Education, Language and Literature
  • Education, Curriculum and Instruction
Language
eng
Abstract
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.
Type of Resource
text
Permalink
http://hdl.handle.net/2142/19398
Copyright and License Information
Copyright 1996 Duncan, Sarah L. Smith

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