{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/19021"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/19021","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"The effects of expository teaching methodologies on student achievement of suburban students at the secondary-level","abstract":"Two distinct teaching methods exist: explicit teaching, or the teaching of skills and expository teaching, or the teaching of textual content areas. Although extensive research has demonstrated how to teach explicit skills, little research exists on how to teach expository text. The purpose of this research was to conduct a process-product study to determine the effect of expository instructional procedures on student achievement in U.S. history classes in a suburban high school. A teaching manual containing possible expository instructional procedures was written and U.S. History teachers were trained to use the contents of the manual as they presented a three-day instructional unit. After the conclusion of the teacher training but prior to the teaching of the unit, a 30-item multiple choice test composed of 15 factual and 15 integrative questions was constructed. A pretest was administered to all students in the experimental and control groups. The unit of instruction was then presented to the students in both groups. The experimental group teachers used the key elements of the expository methodology during instruction. The control group teachers taught the unit using their individual teaching method. Following the unit, the students were posttested to determine the effectiveness of the method followed, ten days later, by a maintenance test to determine long-term retention. Statistical significance was determined by analyzing student scores on factual and integrative questions. The scores were divided into high, middle, and low score ranges on each test. The results indicate only the experimental group in the middle score range on the maintenance test factual questions were significantly superior to similar students in the control group. Implications of the study and suggestions for future research are also presented.","abstract_html":"Two distinct teaching methods exist: explicit teaching, or the teaching of skills and expository teaching, or the teaching of textual content areas. Although extensive research has demonstrated how to teach explicit skills, little research exists on how to teach expository text. The purpose of this research was to conduct a process-product study to determine the effect of expository instructional procedures on student achievement in U.S. history classes in a suburban high school. A teaching manual containing possible expository instructional procedures was written and U.S. History teachers were trained to use the contents of the manual as they presented a three-day instructional unit. After the conclusion of the teacher training but prior to the teaching of the unit, a 30-item multiple choice test composed of 15 factual and 15 integrative questions was constructed. A pretest was administered to all students in the experimental and control groups. The unit of instruction was then presented to the students in both groups. The experimental group teachers used the key elements of the expository methodology during instruction. The control group teachers taught the unit using their individual teaching method. Following the unit, the students were posttested to determine the effectiveness of the method followed, ten days later, by a maintenance test to determine long-term retention. Statistical significance was determined by analyzing student scores on factual and integrative questions. The scores were divided into high, middle, and low score ranges on each test. The results indicate only the experimental group in the middle score range on the maintenance test factual questions were significantly superior to similar students in the control group. Implications of the study and suggestions for future research are also presented.","abstract_has_math":false,"creators":["Clark, James Hartman"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ed.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Rosenshine, Barak"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-05-07T11:54:35Z","date_published":"2011-05-07T11:54:35Z","updated_at":"2026-07-22T22:25:12Z","subjects":["Education Administration","Teacher Training","Curriculum and Instruction"],"languages":["eng"],"rights":["Copyright 1992 Clark, James Hartman"],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["AAI9215795","(UMI)AAI9215795"],"render_values":[{"text":"AAI9215795","href":null,"code":true},{"text":"(UMI)AAI9215795","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/19021","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Rosenshine, Barak"]},{"key":"dc:creator","label":"Author","values":["Clark, James Hartman"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2011-05-07T11:54:35Z","10000-01-01","1992"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education Administration","Teacher Training","Curriculum and Instruction"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 1992 Clark, James Hartman"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["AAI9215795","(UMI)AAI9215795","http://hdl.handle.net/2142/19021"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Two distinct teaching methods exist: explicit teaching, or the teaching of skills and expository teaching, or the teaching of textual content areas. Although extensive research has demonstrated how to teach explicit skills, little research exists on how to teach expository text. The purpose of this research was to conduct a process-product study to determine the effect of expository instructional procedures on student achievement in U.S. history classes in a suburban high school. A teaching manual containing possible expository instructional procedures was written and U.S. History teachers were trained to use the contents of the manual as they presented a three-day instructional unit. After the conclusion of the teacher training but prior to the teaching of the unit, a 30-item multiple choice test composed of 15 factual and 15 integrative questions was constructed. A pretest was administered to all students in the experimental and control groups. The unit of instruction was then presented to the students in both groups. The experimental group teachers used the key elements of the expository methodology during instruction. The control group teachers taught the unit using their individual teaching method. Following the unit, the students were posttested to determine the effectiveness of the method followed, ten days later, by a maintenance test to determine long-term retention. Statistical significance was determined by analyzing student scores on factual and integrative questions. The scores were divided into high, middle, and low score ranges on each test. The results indicate only the experimental group in the middle score range on the maintenance test factual questions were significantly superior to similar students in the control group. Implications of the study and suggestions for future research are also presented.","Made available in DSpace on 2011-05-07T11:54:35Z (GMT). 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Although extensive research has demonstrated how to teach explicit skills, little research exists on how to teach expository text. The purpose of this research was to conduct a process-product study to determine the effect of expository instructional procedures on student achievement in U.S. history classes in a suburban high school. A teaching manual containing possible expository instructional procedures was written and U.S. History teachers were trained to use the contents of the manual as they presented a three-day instructional unit. After the conclusion of the teacher training but prior to the teaching of the unit, a 30-item multiple choice test composed of 15 factual and 15 integrative questions was constructed. A pretest was administered to all students in the experimental and control groups. The unit of instruction was then presented to the students in both groups. The experimental group teachers used the key elements of the expository methodology during instruction. The control group teachers taught the unit using their individual teaching method. Following the unit, the students were posttested to determine the effectiveness of the method followed, ten days later, by a maintenance test to determine long-term retention. Statistical significance was determined by analyzing student scores on factual and integrative questions. The scores were divided into high, middle, and low score ranges on each test. The results indicate only the experimental group in the middle score range on the maintenance test factual questions were significantly superior to similar students in the control group. Implications of the study and suggestions for future research are also presented.","Made available in DSpace on 2011-05-07T11:54:35Z (GMT). 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