{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/19398"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/19398","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Effects of integrating cognitive apprenticeship instructional methods into the community college writing classroom","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.","abstract_html":"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.","abstract_has_math":false,"creators":["Duncan, Sarah L. 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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.","Made available in DSpace on 2011-05-07T12:06:18Z (GMT). No. of bitstreams: 2 license.txt: 4922 bytes, checksum: 910b249b4beec47e7ab768910c8f966f (MD5) 9702505.pdf: 5063411 bytes, checksum: bea22556fec80b50f07a4b82c7c4fe54 (MD5) Previous issue date: 1996","Item marked as restricted to the 'UIUC Users [automated]' Group (id=2) by Howard Ding (hding2@illinois.edu) on 2011-05-07T14:36:41Z Item is restricted indefinitely.","Restriction data tranferred 2014-07-01T11:14:54-05:00 Original Data Group with Access UIUC Users [automated] Release Date: none Reason: ETDs are only available to UIUC Users without author permission","ETDs are only available to UIUC Users without author permission","U of I Only"]},{"key":"dc:title","label":"Title","values":["Effects of integrating cognitive apprenticeship instructional methods into the community college writing classroom"]}]}],"canonical_facts":{"dc:contributor":["Johnson, Scott D."],"dc:creator":["Duncan, Sarah L. Smith"],"dc:date":["2011-05-07T12:06:18Z","10000-01-01","1996"],"dc:description":["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.","Made available in DSpace on 2011-05-07T12:06:18Z (GMT). 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