{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/80419"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/80419","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Creating a Workable Problem: Teacher Perceptions of Interactions During a Complex Puzzle Task","abstract":"The six teachers, representing different orientations to the teaching/learning process and working with children in different ability groupings, who perceived the goal to be for the child to learn to organize and assemble the puzzle, used similar strategies. Moreover, these strategies were found to be similar to those in the literature associated with positive learning outcomes (Rogoff & Gauvain, 1986). This finding suggests that the six teachers interpretation of the goal may be more instrumental in the transaction of learning than their philosophical approach to the teaching/learning process or child ability level. The three teachers, representing different approaches to the teaching/learning process and working with children in the suspect to severe ability group, who perceived an abbreviated or alternate goal for the child used strategies somewhat similar to each other and different from the other teachers. Of the remaining teachers, no clear patterns were evident.","abstract_html":"The six teachers, representing different orientations to the teaching/learning process and working with children in different ability groupings, who perceived the goal to be for the child to learn to organize and assemble the puzzle, used similar strategies. Moreover, these strategies were found to be similar to those in the literature associated with positive learning outcomes (Rogoff & Gauvain, 1986). This finding suggests that the six teachers interpretation of the goal may be more instrumental in the transaction of learning than their philosophical approach to the teaching/learning process or child ability level. The three teachers, representing different approaches to the teaching/learning process and working with children in the suspect to severe ability group, who perceived an abbreviated or alternate goal for the child used strategies somewhat similar to each other and different from the other teachers. Of the remaining teachers, no clear patterns were evident.","abstract_has_math":false,"creators":["Yorde, Susan L."],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["McCollum, Jeanette A."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-25T19:57:04Z","date_published":"2015-09-25T19:57:04Z","updated_at":"2026-07-22T22:26:14Z","subjects":["Education, Educational Psychology"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(MiAaPQ)AAI9971232"],"render_values":[{"text":"(MiAaPQ)AAI9971232","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/80419","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["McCollum, Jeanette A."]},{"key":"dc:creator","label":"Author","values":["Yorde, Susan L."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-09-25T19:57:04Z","10000-01-01","2000"]},{"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":["Ph.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, Educational Psychology"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/80419","(MiAaPQ)AAI9971232"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["The six teachers, representing different orientations to the teaching/learning process and working with children in different ability groupings, who perceived the goal to be for the child to learn to organize and assemble the puzzle, used similar strategies. 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