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ERIC Number: EJ949559
Record Type: Journal
Publication Date: 2012-Jan
Pages: 21
Abstractor: As Provided
Reference Count: 68
ISBN: N/A
ISSN: ISSN-0020-4277
Pre-Service Teachers' Perceptions of Effective Inquiry Instruction: Are Effective Instruction and Effective Inquiry Instruction Essentially the Same?
Aulls, Mark W.; Ibrahim, Ahmed
Instructional Science: An International Journal of the Learning Sciences, v40 n1 p119-139 Jan 2012
This multiple case study examined pre-service teachers perceptions of effective post-secondary instruction. Pre-service teachers were asked to write essays describing an effective teacher of their choice. Twenty-one essays were randomly selected. Data analysis involved open coding of each essay, content analysis of each essay using Anderson and Burns' ("Research in classrooms: The study of teachers, teaching, and instruction" (1st ed.). Oxford, England; New York: Pergamon Press, 1989) empirically derived dimensions of instruction, and effect size analysis of student and teacher roles. Instructional components were identified that differentiate between effective inquiry instruction and effective instruction. Effective inquiry instruction was associated with more and different teacher and student roles, more activities as part of instruction, and more student small group discussion than was effective instruction. (Contains 5 tables.)
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A