ERIC Number: ED467597
Record Type: RIE
Publication Date: 2002-Apr
An Electronic Resource for Service-Learning: A Collaborative Project between Higher Education and a State Department of Education.
Beisser, Sally R.
This study investigated whether the presence or absence of selected characteristics of the cognitive apprenticeship model of instruction influenced changes or lack of change in the performance of two interns over time. One internship site reflected the characteristics of the cognitive apprenticeship model, and the other did not. The interns were chosen based on similarities in gender, social skills, English language skills, level of educational media education, and previous internship experience. Each intern was observed in the field for 8 hours a week during the 3 month internship, and interviews were conducted with the intern, her mentors, and the staff. Identifying patterns that emerged over time in each setting and similarities and differences in change or lack of change in performance helped specify the conditions under which change occurred. A comparative case analysis helped illuminate the usefulness of the cognitive apprenticeship model in understanding the internship experiences. Two clear conclusions emerged. The presence or absence of the selected characteristics of the model (modeling, coaching, scaffolding and fading, and articulation) critically contributed to the development or lack of development of expertise. Also, although the model was useful for understanding what happened, other factors also needed to be considered systematically. (Contains 23 references.) (SLD)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 1-5, 2002).