You are here

Home » Content

Examining Preservice Teachers’ Classroom Management Decisions in Three Case-based Teaching Approaches

Examining Preservice Teachers’ Classroom Management Decisions in Three Case-based Teaching Approaches

Journal Name:

  • International Journal of Education in Mathematics, Science and Technology

Publication Year:

  • 2013

Key Words:

Author NameUniversity of Author
Abstract (2. Language): 
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 major approaches to case-based instruction. Specifically, this study focused on analyzing students’ open-ended responses to classroom management problems presented before and after instruction using one of these methods. The treatment groups did not differ significantly on the number of the alternatives they created and selected in decision tasks or the number of reasons students used to justify their decisions. Additionally, in each group, the majority of the classroom management strategies generated on all three assessments focused on suppressing inappropriate behavior, rather than promoting appropriate behavior or helping students develop self-regulation.
Bookmark/Search this post with
FULL TEXT (PDF): 
PDF icon arastrmx_170075_1_pp_25-42.pdf
  • 1
25-42
  • English

REFERENCES

References: 

Atkinson, R. K., Derry, S. J., Renkl, A., & Wortham, D. W. (2000). Learning from examples: Instructional
principles from the worked examples research. Review of Educational Research, 70, 181-214.
Atkinson, R. K., Renkl, A., & Merrill, M. M. (2003). Transitioning from studying examples to solving
problems: Effects of self-explanation prompts and fading worked-out steps. Journal of Educational
Psychology, 95, 774-783.
Balli, S. J. (2011). Pre-service teachers’ episodic memories of classroom management. Teaching and Teacher
Education, 27(2), 245-251.
Baron, J. (1991). Myside bias in thinking about abortion. Thinking and Reasoning, 1, 221-235.
Berliner, D. C. (1986). In pursuit of the expert pedagogue. Educational Researcher, 15(7), 5-13.
Berliner, D. C. (1994). Expertise: The wonders of exemplary performance. In J. N. Mangieri and C. Collins
Block (Eds.), Creating powerful thinking in teachers and students (pp. 141-186). Ft. Worth, TX: Holt,
Rinehart and Winston.
Berliner, D. C. (2001). Learning about and learning from expert teachers. International Journal of Educational
Research, 35, 463-482.
Bettman, J. R., & Park, C. W. (1980). Effects of prior knowledge and experience and phase of the choice
process on consumer decision processes: A protocol analysis. Journal of Consumer Research, 7(3),
234-248.
Bransford, J. D., Vye, N. J., Adams, L. T., & Perfetto, G. A. (1989). Learning skills and the acquisition of
knowledge. In A. Lesgold, & R. Glaser (Eds.), Foundations for a psychology of education (pp. 199-
249). N.J.: Erlbaum Associates, Publishers.
Bruning, R., Siwatu, K. O., Liu, X., PytlikZillig, L. M., Horn, C., Sic, S., & Carlson, D. (2008). Introducing
teaching cases with face-to-face and computer-mediated discussion: Two multi-classroom quasiexperiments. Contemporary Educational Psychology, 33(2), 299-326.
Calderhead, J. (1979). Teacher's Classroom Decision-Making: its relationship to teacher's perceptions of pupils
and to classroom interaction, Unpublished PhD thesis, University of Stirling.
Calderhead, J. (1981). A psychological approach to research on teachers’ classroom decision making. British
Educational Research Journal, 7(1), 51-57.
Calderhead, J., & Robson, M. (1991). Images of teaching: Student teachers' early conceptions of classroom
practice. Teaching and Teacher Education, 7(1), 1-8.
Cannon-Bowers, J. A., & Bowers, C. A. (2008). Synthetic learning environments. In J. M. Spector, M. D.
Merrill, J. van Merrienboer, & M. P. Driscoll (Eds.), Handbook of research on educational
communications and technology (3rd ed., pp. 318-327). New York: Lawrence Erlbaum Associates.
Canter, L., & Canter, M. (1992). Assertive Discipline: Positive behavior management for today’s classroom.
Santa Monica: Canter and Associates.
Choi, I., & Lee, K. (2009). Designing and implementing a case-based learning environment for enhancing illstructured problem solving: Classroom management problems for prospective teachers. Educational
Technology Research and Development, 57, 99-129.
Clark, R. E. (2009). How much and what type of guidance is optimal for learning from instruction? In S. Tobias
& T. M. Duffy (Eds.), Constructivist instruction: Success or failure? (pp. 158-183). New York:
Routledge, Taylor and Francis.
De Neys, W. (2006). Dual processing in reasoning: Two systems but one reasoner. Psychological Science, 17,
428-433.
Gigerenzer, G., & Goldstein, D. G. (1996). Reasoning the fast and frugal way: Conceptual schemes of bounded
rationality. Psychological Review, 103, 650-669.
Gigerenzer, G., Todd, P. M., & the ABC Research Group. (1999). Simple heuristics that make us smart. New
York: Oxford University Press.
Guzzetti, B. J., Snyder, T. E., Glass, G. V., & Gamas, W. S. (1993). Promoting conceptual change in science: A
comparative meta-analysis of instructional interventions from reading education and science education.
Reading Research Quarterly, 28, 117-159.
Hernandez-Serrano, J., & Jonassen, D. H. (2003). The effects of case libraries on problem solving. Journal of
Computer-Assisted Learning, 19, 103-114.
Hilbert, T. S., & Renkl, A. (2009). Learning how to use a computer-based concept-mapping tool: Selfexplaining examples helps. Computers in Human Behavior, 25, 267-274.

Thank you for copying data from http://www.arastirmax.com