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

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.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2011

Author dc:creator

• Duncan, Sarah L. Smith

Contributors dc:contributor

• Johnson, Scott D.

• Education, Community College
• Education, Language and Literature
• Education, Curriculum and Instruction

Statement dc:rights

• Copyright 1996 Duncan, Sarah L. Smith

Language dc:language

eng

Identifier

9780591087239
AAI9702505
(UMI)AAI9702505

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/19398