Cognitive Apprenticeship in Classroom Instruction: Implications for Industrial and Technical Teacher Education

Community college students (n=159) were taught writing using one of three treatments: modeling with scaffolds, scaffolds without modeling, and control group. Test scores, observations, and instructor interviews showed that think-aloud modeling increased writing skills; implementation of scaffolding...

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Veröffentlicht in:	Journal of industrial teacher education 1996, Vol.33 (3), p.66
1. Verfasser:	Duncan, Sarah L. S
Format:	Artikel
Sprache:	eng
Schlagworte:	Cognitive Apprenticeships Cognitive Development Integrated Curriculum Scaffolding (Teaching Technique) Think Aloud Modeling Two Year Colleges Writing Instruction
Online-Zugang:	Volltext
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Beschreibung
Zusammenfassung:	Community college students (n=159) were taught writing using one of three treatments: modeling with scaffolds, scaffolds without modeling, and control group. Test scores, observations, and instructor interviews showed that think-aloud modeling increased writing skills; implementation of scaffolding was too idiosyncratic to compare; and integration of modeling will require scheduling adjustments and considerable instructor training. (SK)
ISSN:	0022-1864