ERIC Number: ED317510
Record Type: Non-Journal
Publication Date: 1990-Jan
Reference Count: N/A
Teachers' Knowledge Structures: Documenting Their Development and Their Relationship to Instruction. Research Series No. 192.
Roehler, Laura R.; And Others
Based on the hypothesis that teachers possessing extensive and coherent knowledge structures are the most effective teachers, this paper explores the use of a modified ordered tree (OT) technique for measuring teachers' knowledge structures. Two questions are posed: (1) Can a modified OT technique be used to measure teachers' knowledge structures? and (2) Is there a relationship between teachers' knowledge structure scores and their ability to be adaptive during instruction? Using 8 experts, 16 novices, and 4 uninstructed learners, 3 studies were conducted. Results indicate that the modified OT technique describes longitudinal changes in novice teachers' knowledge structures during reading methods course instruction, and that novices' knowledge structures are associated with adaptive instructional actions. Implications for teaching and teacher education are suggested. (Author)
Descriptors: Cognitive Mapping, Cognitive Structures, Epistemology, Instructional Development, Learning Theories, Retention (Psychology), Schemata (Cognition), Teachers
Institute for Research on Teaching, College of Education, Michigan State University, 252 Erickson Hall, East Lansing, MI 48824 ($3.25).
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Michigan State Univ., East Lansing. Inst. for Research on Teaching.