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Novice-Assisted Research as a Means of Promoting Inquiry into the Relationship between Instructional Theory and Practice.

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Title: Novice-Assisted Research as a Means of Promoting Inquiry into the Relationship between Instructional Theory and Practice.
Language: English
Authors: Ferguson, Patrick
Peer Reviewed: N
Page Count: 14
Publication Date: 1993
Document Type: Reports - Evaluative
Speeches/Meeting Papers
Descriptors: Advance Organizers, College Students, Education Majors, Educational Research, Elementary School Students, Elementary School Teachers, Grade 6, Grade 7, Higher Education, Inquiry, Intermediate Grades, Junior High School Students, Junior High Schools, Knowledge Level, Methods Courses, Middle School Students, Middle Schools, Preservice Teacher Education, Retention (Psychology), Secondary School Teachers, Social Studies, Student Attitudes, Student Participation, Student Projects, Theory Practice Relationship
Abstract: A project involving prospective social studies teachers as collaborators in an experimental investigation is described. The study was undertaken as part of the course requirements for an integrated educational psychology/secondary methods course. The course was intended to ameliorate the fragmentation of the coursework and lack of coherence between theory and practice in the teacher preparation program. Students were required to participate in a novice-assisted investigation. They selected the effect of using advance organizers to improve student retention as their topic and chose to replicate a study of the spacing effect by J. Glover and others (1990). The student-conducted study examined the use of advance organizers for 450 middle school students. Outcomes of the research project indicate that novices (the prospective teachers) can become critical consumers of knowledge about teaching, and they are capable of acquiring the knowledge and skills to do competent research. Also noteworthy was that they did not change their orientation toward attaching more credibility to the advice of practicing teachers and the "pure application" literature than to the theoretical and empirical sources for information on best practice. (SLD)
Entry Date: 1993
Accession Number: ED358151
Database: ERIC
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  Data: Novice-Assisted Research as a Means of Promoting Inquiry into the Relationship between Instructional Theory and Practice.
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  Data: English
– Name: Author
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  Data: <searchLink fieldCode="AR" term="%22Ferguson%2C+Patrick%22">Ferguson, Patrick</searchLink>
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  Data: N
– Name: Pages
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  Data: 14
– Name: DatePubCY
  Label: Publication Date
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  Data: 1993
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  Data: Reports - Evaluative<br />Speeches/Meeting Papers
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  Data: <searchLink fieldCode="DE" term="%22Advance+Organizers%22">Advance Organizers</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Education+Majors%22">Education Majors</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Research%22">Educational Research</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+6%22">Grade 6</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+7%22">Grade 7</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Inquiry%22">Inquiry</searchLink><br /><searchLink fieldCode="DE" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink><br /><searchLink fieldCode="DE" term="%22Junior+High+School+Students%22">Junior High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Knowledge+Level%22">Knowledge Level</searchLink><br /><searchLink fieldCode="DE" term="%22Methods+Courses%22">Methods Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Students%22">Middle School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Retention+%28Psychology%29%22">Retention (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Teachers%22">Secondary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Studies%22">Social Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Participation%22">Student Participation</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Projects%22">Student Projects</searchLink><br /><searchLink fieldCode="DE" term="%22Theory+Practice+Relationship%22">Theory Practice Relationship</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: A project involving prospective social studies teachers as collaborators in an experimental investigation is described. The study was undertaken as part of the course requirements for an integrated educational psychology/secondary methods course. The course was intended to ameliorate the fragmentation of the coursework and lack of coherence between theory and practice in the teacher preparation program. Students were required to participate in a novice-assisted investigation. They selected the effect of using advance organizers to improve student retention as their topic and chose to replicate a study of the spacing effect by J. Glover and others (1990). The student-conducted study examined the use of advance organizers for 450 middle school students. Outcomes of the research project indicate that novices (the prospective teachers) can become critical consumers of knowledge about teaching, and they are capable of acquiring the knowledge and skills to do competent research. Also noteworthy was that they did not change their orientation toward attaching more credibility to the advice of practicing teachers and the "pure application" literature than to the theoretical and empirical sources for information on best practice. (SLD)
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  Label: Entry Date
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  Data: 1993
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  Label: Accession Number
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  Data: ED358151
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
    Subjects:
      – SubjectFull: Advance Organizers
        Type: general
      – SubjectFull: College Students
        Type: general
      – SubjectFull: Education Majors
        Type: general
      – SubjectFull: Educational Research
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Grade 6
        Type: general
      – SubjectFull: Grade 7
        Type: general
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Inquiry
        Type: general
      – SubjectFull: Intermediate Grades
        Type: general
      – SubjectFull: Junior High School Students
        Type: general
      – SubjectFull: Junior High Schools
        Type: general
      – SubjectFull: Knowledge Level
        Type: general
      – SubjectFull: Methods Courses
        Type: general
      – SubjectFull: Middle School Students
        Type: general
      – SubjectFull: Middle Schools
        Type: general
      – SubjectFull: Preservice Teacher Education
        Type: general
      – SubjectFull: Retention (Psychology)
        Type: general
      – SubjectFull: Secondary School Teachers
        Type: general
      – SubjectFull: Social Studies
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Student Participation
        Type: general
      – SubjectFull: Student Projects
        Type: general
      – SubjectFull: Theory Practice Relationship
        Type: general
    Titles:
      – TitleFull: Novice-Assisted Research as a Means of Promoting Inquiry into the Relationship between Instructional Theory and Practice.
        Type: main
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            NameFull: Ferguson, Patrick
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          Dates:
            – D: 01
              M: 04
              Type: published
              Y: 1993
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