Do Classroom Exemplars Promote the Application of Principles in Teacher Education? A Comparison of Videos, Animations, and Narratives
Educational Technology Research and Development Volume 56, Number 4, ISSN 1042-1629
Students learned about teaching principles with a multimedia program that either did not include a classroom exemplar illustrating how to apply the learned principles to the teaching practice (control group) or included a classroom exemplar in video, animation, or text format. Across two experiments, video and animation groups reported more favorable attitudes towards learning and were better able to apply the learned principles than the control group. Text and control groups did not differ in their learning or attitudes towards learning, suggesting that format is an important factor in determining the effectiveness of classroom exemplars as pedagogical tools for teacher education. Results encourage the use of visual classroom exemplars to promote the application of theory into practice.
Moreno, R. & Ortegano-Layne, L. (2008). Do Classroom Exemplars Promote the Application of Principles in Teacher Education? A Comparison of Videos, Animations, and Narratives. Educational Technology Research and Development, 56(4), 449-465.
Cited ByView References & Citations Map
Tracy Weston, Middlebury College, United States; Karl Kosko, Kent State, United States; Julie Amador, University of Idaho, United States; Anne Estapa, Iowa State University, United States
Journal of Technology and Teacher Education Vol. 26, No. 1 (January 2018) pp. 149–172
Introducing Pre-service STEM Teachers to the Classroom Assessment Scoring System-Secondary (CLASS-S) Using Video-based Assignments
Patrick McGuire, Robert Gagnon & Katie Anderson-Pence, University of Colorado Colorado Springs, United States
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 2717–2722
Theresa Lara De Hoyos, Ralph Gdovin, Virginia Olague & Timothy Yuen, University of Texas at San Antonio, United States
EdMedia + Innovate Learning 2010 (Jun 29, 2010) pp. 3588–3593
Susan Fulgham, West Texas A&M University, United States; Nancy Maushak, Texas Tech, United States
Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 370–373
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact firstname.lastname@example.org.