ERIC Number: ED342753
Record Type: RIE
Publication Date: 1992
Levels of Cognitive Complexity and Writing Competence among Afro-American Freshmen, Sophomores, and Juniors Preservice Teachers.
This study examined the use of writing as an instructional methodology for enhancing Afro-American preservice teachers' knowledge of and attitudes towards teaching during their year-long field practicum experience. Data are presented relative to the interrelatedness of writing competence and cognitive complexity. Subjects (n=81) included 27 freshmen, 27 sophomores, and 27 juniors. During the first 2 weeks of the fall semester, participants responded to a pre-test essay that required an explanation of the student's concept of teaching. A posttest essay, administered at the end of the spring semester, required the preservice teacher to select either assertive discipline or logical consequence discipline as the better way to establish and maintain positive classroom ambiance. The writing samples were analyzed using writing and cognitive complexity evaluation criteria. Results suggest that writing and complexity are qualitatively related, with writing competence improving toward the adequate criteria. The use of writing served to clarify ways in which knowledge, skills, and attitudes toward teaching are acquired. (LL)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: The three writing samples included are handwritten and may present reproducibility problems.