A Comparison of Three Delivery Systems for a Competency-Based Program to Prepare Preservice Elementary Teachers to Teach Word-Attack, Vocabulary, Comprehension, and Reading in Content Areas.

Autor/in	Worthington, James Dunegan
Titel	A Comparison of Three Delivery Systems for a Competency-Based Program to Prepare Preservice Elementary Teachers to Teach Word-Attack, Vocabulary, Comprehension, and Reading in Content Areas.
Quelle	(1975), (250 Seiten)Verfügbarkeit Ph.D. Dissertation, Syracuse University...
Beigaben	Tabellen
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Hochschulschrift; Comparative Analysis; Competency Based Teacher Education; Content Area Reading; Delivery Systems; Doctoral Dissertations; Elementary School Teachers; Higher Education; Preservice Teacher Education; Reading Instruction; Reading Research; Teaching Methods + Suchen Sie Ihr Suchwort? Sinnerfassendes Lesen; Auslieferung; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehramtsstudiengang; Lehrerausbildung; Leseunterricht; Leseforschung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The three delivery systems investigated in this study included: lecture and large group discussion (LLG); independent-study module (ISM); and structured guidance, peer-group teaching, and small-group discussion (SGD). Fifty-one preservice teachers comprised the sample. All subjects were required to complete the same knowledge-level competencies. The LLG and SGD treatment groups met as traditional classes three sessions per week. The ISM treatment group did not meet for class but had "volunteer help sessions." Students in the SGD treatment group were required to complete additional performance-level competencies including peer-group teaching and small-group discussion of their materials and strategies. All subjects were pretested and posttested. It was concluded from the findings that the SGD group acquired significantly greater knowledge of teaching word-attack and vocabulary than the LLG and ISM treatment groups. The SGD group also acquired a more positive attitude toward teaching reading than the LLG and ISM groups. Shifting responsibility of learning from the teacher to the learner enabled the SGD group to achieve significantly greater knowledge acquisition than the ISM and LLG treatment groups. (Author/TS)
Anmerkungen	University Microfilms, P. O. Box 1764, Ann Arbor, Michigan 48106 (Order No. 76-7692, MFilm $7.50, Xerography $15.00)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01