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ERIC Number: ED139755
Record Type: Non-Journal
Publication Date: 1977-Apr
Reference Count: N/A
The Miltz (1971) How to Explain Program and Its Effects Upon Preservice Elementary Teacher Explaining Ability.
Pool, Kenneth W.; Capie, William R.
An investigation was conducted to determine the effects of a modularized version of the Miltz (1971) "How to Explain Program" upon preservice elementary teachers enrolled in an educational foundations course, utilizing pupil performance as an indicator of explaining effectiveness. Specific objectives were to determine if: (1) use of the "How to Explain Program" results in higher teacher scores on a measure of explaining knowledge than no instruction in explaining; (2) elementary pupil concept attainment scores are affected by whether or not preservice teachers received the "How to Explain Program"; (3) a relationship exists between preservice teacher scores on a test of explaining knowledge and pupil mean scores on a concept attainment measure. Thirty-five preservice teachers were randomly assigned to a treatment and control group and require to teach a hypothetical geometric concept lesson to randomly selected groups of elementary pupils. Preservice teachers were tested for knowledge of explaining, and elementary pupils were tested for concept attainment. Pupils taught by the treatment group exhibited higher concept attainment scores than those taught by the control group. Treatment group preservice teachers also performed better on a test of explaining knowledge. No significant relationship was obtained between explaining and concept attainment scores. (Author)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A