Examining Preservice Teachers' Classroom Management Decisions in Three Case-based Teaching Approaches

Yasemin Demiraslan Çevik, Thomas Andre
3.201 622

Abstract


This study was aimed at comparing the impact of three types of case-based approaches (worked example, faded work example, and case-based reasoning) on preservice teachersâ decision making and reasoning skills related to realistic classroom management situations. Participants in this study received a short-term implementation of one of these three major approaches to case-based instruction. Specifically, this study focused on analyzing studentsâ open-ended responses to classroom management problems presented before and after instruction using one of these methods. The treatment groups did not differ significantly on the number of the alternatives they created and SELECTed in decision tasks or the number of reasons students used to justify their decisions. Additionally, in each group, the majority of the classroom management strategies generated on all three assessments focused on suppressing inappropriate behavior, rather than promoting appropriate behavior or helping students develop self-regulation.

Keywords


Case-based method, Decision making, Classroom management, Preservice teachers

Full Text:

PDF (Türkçe)


References


Atkinson, R. K., Derry, S. J., Renkl, A., & Wortham, D. W. (2000). Learning from examples: Instructional principles from the worked examples research. Review of Educational Research, 70, 181-214.

Atkinson, R. K., Renkl, A., & Merrill, M. M. (2003). Transitioning from studying examples to solving problems: Effects of self-explanation prompts and fading worked-out steps. Journal of Educational Psychology, 95, 774-783.

Balli, S. J. (2011). Pre-service teachers’ episodic memories of classroom management. Teaching and Teacher Education, 27(2), 245-251.

Baron, J. (1991). Myside bias in thinking about abortion. Thinking and Reasoning, 1, 221-235.

Berliner, D. C. (1986). In pursuit of the expert pedagogue. Educational Researcher, 15(7), 5-13.

Berliner, D. C. (1994). Expertise: The wonders of exemplary performance. In J. N. Mangieri and C. Collins Block (Eds.), Creating powerful thinking in teachers and students (pp. 141-186). Ft. Worth, TX: Holt, Rinehart and Winston.

Berliner, D. C. (2001). Learning about and learning from expert teachers. International Journal of Educational Research, 35, 463-482.

Bettman, J. R., & Park, C. W. (1980). Effects of prior knowledge and experience and phase of the choice process on consumer decision processes: A protocol analysis. Journal of Consumer Research, 7(3), 234-2

Bransford, J. D., Vye, N. J., Adams, L. T., & Perfetto, G. A. (1989). Learning skills and the acquisition of knowledge. In A. Lesgold, & R. Glaser (Eds.), Foundations for a psychology of education (pp. 199249). N.J.: Erlbaum Associates, Publishers.

Bruning, R., Siwatu, K. O., Liu, X., PytlikZillig, L. M., Horn, C., Sic, S., & Carlson, D. (2008). Introducing teaching cases with face-to-face and computer-mediated discussion: Two multi-classroom quasiexperiments. Contemporary Educational Psychology, 33(2), 299-326.

Calderhead, J. (1979). Teacher's Classroom Decision-Making: its relationship to teacher's perceptions of pupils and to classroom interaction, Unpublished PhD thesis, University of Stirling.

Calderhead, J. (1981). A psychological approach to research on teachers’ classroom decision making. British Educational Research Journal, 7(1), 51-57.

Calderhead, J., & Robson, M. (1991). Images of teaching: Student teachers' early conceptions of classroom practice. Teaching and Teacher Education, 7(1), 1-8.

Cannon-Bowers, J. A., & Bowers, C. A. (2008). Synthetic learning environments. In J. M. Spector, M. D. Merrill, J. van Merrienboer, & M. P. Driscoll (Eds.), Handbook of research on educational communications and technology (3rd ed., pp. 318-327). New York: Lawrence Erlbaum Associates.

Canter, L., & Canter, M. (1992). Assertive Discipline: Positive behavior management for today’s classroom. Santa Monica: Canter and Associates.

Choi, I., & Lee, K. (2009). Designing and implementing a case-based learning environment for enhancing illstructured problem solving: Classroom management problems for prospective teachers. Educational Technology Research and Development, 57, 99-129.

Clark, R. E. (2009). How much and what type of guidance is optimal for learning from instruction? In S. Tobias & T. M. Duffy (Eds.), Constructivist instruction: Success or failure? (pp. 158-183). New York: Routledge, Taylor and Francis.

De Neys, W. (2006). Dual processing in reasoning: Two systems but one reasoner. Psychological Science, 17, 428-4

Gigerenzer, G., & Goldstein, D. G. (1996). Reasoning the fast and frugal way: Conceptual schemes of bounded rationality. Psychological Review, 103, 650-669.

Gigerenzer, G., Todd, P. M., & the ABC Research Group. (1999). Simple heuristics that make us smart. New York: Oxford University Press.

Guzzetti, B. J., Snyder, T. E., Glass, G. V., & Gamas, W. S. (1993). Promoting conceptual change in science: A comparative meta-analysis of instructional interventions from reading education and science education. Reading Research Quarterly, 28, 117-159.

Hernandez-Serrano, J., & Jonassen, D. H. (2003). The effects of case libraries on problem solving. Journal of Computer-Assisted Learning, 19, 103-114.

Hilbert, T. S., & Renkl, A. (2009). Learning how to use a computer-based concept-mapping tool: Selfexplaining examples helps. Computers in Human Behavior, 25, 267-274.

Hilbert, T. S., Schworm, S., & Renkl, A. (2004). Learning from worked-out examples: The transition from instructional explanations to self-explanation prompts. In P. Gerjets, J. Elen, R. Joiner, & P. Kirschner (Eds.), Instructional design for effective and enjoyable computer supported learning. Tübingen: Knowledge Media Research Center.

Jonassen, D. H. (1999). Designing constructivist learning environments. In: Reigeluth CM (Ed.) Instructionaldesign theories and models (Volume II): A new paradigm of instructional theory (pp. 215-239). Mahwah, NJ: Lawrence Erlbaum Associates.

Jonassen, D. H. (2006). Typology of case-based learning: The content, form, and function of cases. Educational Technology, 46(4), 11-15.

Jonassen, D. H., & Hernandez-Serrano, J. (2002). Case-based reasoning and instructional design: Using stories to support problem-solving. Educational Technology Research and Development, 50(2), 65-77.

Kalyuga, S., Chandler, P., Tuovinen, J., &Sweller, J. (2001). When problem solving is superior to studying worked examples. Journal of Educational Psychology, 93, 579-588.

Keeney, R. L. (1994). Creativity in Decision Making with Value-Focused Thinking. Sloan Management Review, 35(4), 33-41.

Kim. H., & Hannafin, M. J. (2009). Web-enhanced case-based activity in teacher education: A case study. Instructional Science: An International Journal of the Learning Sciences, 37(2), 151-170.

King, P. M., Wood, P. K., & Mines, R. A. (1990). Critical thinking among college and graduate students. The Review of Higher Education, 13, 167-186.

Kolodner, J. L. (1991). Improving human decision making through case-based decision aiding. Artificial Intelligence Magazine, 12(2), 52-68.

Kolodner, J. L. (2006). Case-based reasoning. In R. K. Sawyer (Ed.), Cambridge handbook of the learning sciences (pp. 225-242). New York: Cambridge University Press.

Kolodner, J. L., Camp, P. J., Crismond, D., Fasse, B., Gray, J., Holbrook, J., & Puntembakar, S. (2003). Problem-based learning meets case-based reasoning in the middle-school science classroom: Putting learning-by-design into practice. Journal of the Learning Sciences, 12(4), 495-548.

Kolodner, J. L., Gray, J., & Fasse, B, B. (2003). Promoting transfer through case-based reasoning: Rituals and practices in learning by design classrooms. Cognitive Science Quarterly, 3(2), 183-232.

Kolodner, J. L., Hmelo, C. E., & Narayanan, N. H. (1996, July). Problem-based learning meets case-based reasoning. In D. C. Edelson & E. A. Domeshek (Eds.), Proceedings of ICLS ‘96 (pp. 188-195). Charlottesville, VA: AACE.

Martin, S. D. (2004). Finding balance: impact of classroom management conceptions on developing teacher practice. Teaching and Teacher Education, 20(5), 405-422.

Merseth, K. (1996). Cases and Case Methods in Teacher Education. In J. Sikula (Ed.), Handbook of research on teacher education (pp.722-744). New York: MacMillan Publishing Company.

Munby, J. (1982). The place of teacher beliefs in research on teacher thinking and decision making, and an alternative methodology. Instructional Science, 11, 201-225.

Nussbaum, J., & Novick, S. (1982). Alternative frameworks, conceptual conflict and accommodation: Toward a principled teaching strategy. Instructional Science, 11, 183-200.

Owensby, J., & Kolodner, J. L. (2002, January). Case Application Suite: Promoting Collaborative Case Application in Learning by Design™ Classrooms. Proceedings of the International Conference on Computer Support for Collaborative Learning, CSCL-02. New Media: Boulder, CO.

Paas, F., & van Merrienboer, J. (1994). Instructional control of cognitive load in the training of complex cognitive tasks. Educational Psychology Review, 6, 351-372.

Peterson, P. L., & Comeaux, M. A. (1987). Teachers' schemata for classroom events: The mental scaffolding of teachers' thinking during classroom instruction. Teaching and Teacher Education, 3, 319-331.

Renkl, A. (2002). Learning from worked-out examples: Instructional explanations supplement self explanations. Learning and Instruction, 12, 149-176.

Renkl, A., Atkinson, R. K., Maier, U. H., & Staley, R. (2002). From example study to problem solving: Smooth transitions help learning. Journal of Experimental Education, 70, 293-315.

Renkl, A., Atkinson, R. K., & Große, C. S. (2004). How fading worked solution steps works - a cognitive load perspective. Instructional Science, 32, 59-82.

Rich, P., & Hannafin, M.J. (2008). Decisions and reasons: Examining preservice teachers’ decision making through video self-analysis. Journal of Computing in Higher Education, 20(1), 62-94.

Rourke, A. J., & Sweller, J. (2009). The worked-example effect using ill-defined problems: Learning to recognize designers’ styles. Learning and Instruction, 19(2), 185-199.

Santagata, R., & Angelici, G. (2010). Studying the Impact of the Lesson Analysis Framework on Preservice Teachers’ Abilities to Reflect on Videos of Classroom Teaching. Journal of Teacher Education, 61(4), 339-3

Schank, R. C. (1999). Dynamic Memory Revisited. New York: Cambridge University Press.

Schrader, P., Leu, Jr., D., Kinzer, C., Ataya, R., Teale, W., Labbo, L., & Cammack, D. (2003). Using Internet delivered video cases to support pre-service teachers’ understanding of effective early literacy instruction: An exploratory study. Instructional Science, 31, 317-340.

Schworm, S., & Renkl, A. (2006). Computer-supported example-based learning: When instructional explanations reduce self-explanations. Computers and Education, 46, 426-445.

Schworm, S., & Renkl, A. (2007). Learning argumentation skills through the use of prompts for self-explaining examples. Journal of Educational Psychology, 99, 285-296.

Shafir, E., Simonson, I., & Tversky, A. (1993). Reason-based choice. Cognition, 49(2), 11-36.

Shavelson, R. J., & Stern, P. (1981). Research on teachers' pedagogical thoughts, judgments, decisions, and behavior.Review of Educational Research, 51, 455-498.

Shulman, L. S. (1992). Toward a pedagogy of cases. In J.H Shulman (Ed.), Case methods in teacher education (pp. 1-30). New York: Teachers College Press.

Simonson, I., & Nye, P. (1992). The effect of accountability on susceptibility to decision errors. Organizational Behavior and Human Decision Processes, 51, 416-446.

Spiro, R. J., & DeSchryver (2009). Constructivism: When it's the wrong idea and when it's the only idea. In S. Tobias & T. Duffy (Eds.), Constructivist instruction: Success or failure? (pp. 106-124). New York: Routledge, Taylor and Francis.

Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12, 257-285. Sweller, J., van Merrienboer, J., & Paas, F. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10, 251-296.

Sykes, G., & Bird, T. (1992). Teacher education and the case idea. Review of Research in Education, 18, 4575

Tsui, A. B. M. (2003). Understanding expertise in teaching: Case studies of second language teachers. New York:Cambridge University Press.

Vancı Osam, U., & Balbay, S. (2004). Investigating the decision-making skills of cooperating teachers and student teachers of English in a Turkish context. Teaching and Teacher Education, 20(7), 745-758. van den Berg, E. (2001). An exploration of the use of multimedia cases as a reflective tool in teacher education. Research in Science Education, 31, 245-265.

Wang, F. K., Moore, J. L., & Wedman, J. (2003). Developing a case-based reasoning knowledge repository to support a learning community-An example from the technology integration community. Educational Technology Research and Development, 51(3), 45-62.

Westerman, D. A. (1991). Expert and Novice Teacher Decision Making. Journal of Teacher Education, 42(4), 292-30




Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.