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THE EFFECTS OF THE MODELS OF TEACHING ON
STUDENT LEARNING
by
Jennifer Krogh
_________________________________________________________
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirement for the Degree
DOCTOR OF EDUCATION
August 2010
Copyright 2010 Jennifer Krogh
Object Description
| Title | The effects of the models of teaching on student learning |
| Author | Krogh, Jennifer |
| Author email | jennikrogh@gmail.com; jkrogh@usc.edu |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education |
| School | Rossier School of Education |
| Date defended/completed | 2010-05-10 |
| Date submitted | 2010 |
| Restricted until | Unrestricted |
| Date published | 2010-06-09 |
| Advisor (committee chair) | Kaplan, Sandra |
| Advisor (committee member) |
Pensavalle, Margo Keim, Robert |
| Abstract | This study sought to explore the degree to which students’ interactions with the models of teaching influence learning. The purposefully sampled population consisted of gifted and non-gifted students in grades 2-5 from an urban school district in Southern California who were participants in a research project awarded to the University of Southern California and funded through the U.S. Department of Education’s Jacob K. Javits Grant (PR #S26A040072). A mixed methods approach was employed to analyze data obtained from existing primary research, as well as from recently attained secondary research. The findings from this study provided information regarding the effects of learning with the models of teaching. Specifically, the results offered evidence related to the following: (a) student preferences for learning a defined content area using a model of teaching and the related reasons for their choice, (b) students’ ability to recognize the syntax or sequence of learning as it relates to the models of teaching, (c) the relationship between previous learning with the models and students’ capacity to transfer their knowledge of learning to self-directed independent study, and (d) the validation of how the models of teaching facilitate the knowledge of learning to learn.; The data indicated that gifted and non-gifted students chose to learn specified content areas through a specific model of teaching, and that the perceived interest offered by the models was the primary influence related to their choices. Statistically significant findings were found related to gifted and non-gifted students’ preferences for learning in the social science discipline. Previous learning with the models of teaching equipped both gifted and non-gifted students with the ability to recognize the procedural knowledge of learning-to-learn as it related to the selected models of teaching. The comparative analysis of gifted and non-gifted students revealed patterns related to their ability to transfer previous learning with the models of teaching to new contexts. The findings revealed that both 4th and 5th grade gifted students could more readily transfer their learning from the models of teaching to self-directed independent study when compared to their non-gifted peers and 3rd grade gifted students. Most students who were able to transfer their knowledge to new contexts selected to conduct the process of independent study using the group investigation model of teaching.; Many of the study’s findings were supported by the theoretical purposes of the models of teaching and were aligned with the theorists’ perspectives on learning and motivation. Implications were offered regarding educational policy and teacher education. Through this study, it is recommended that the models of teaching be integrated into classroom instruction, as well as into pre-service and in-service teacher education programs. Although this type of pedagogy will increase the effectiveness of learning for all students, it is deemed to be necessary for gifted learners in order to assist in developing their potential. |
| Keyword | gifted students; models of teaching; student preferences; transfer of learning; independent study; learning to learn; interest; motivation |
| Geographic subject (county) | Los Angeles |
| Geographic subject (state) | California |
| Coverage date | 2008/2009 |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m3114 |
| Rights | Krogh, Jennifer |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | http://www.usc.edu/isd/libraries/services/ask_a_librarian/email/ |
| Filename | etd-Krogh-3582 |
| Archival file | uscthesesreloadpub_Volume23/etd-Krogh-3582.pdf |
Description
| Title | Page 1 |
| Full text | THE EFFECTS OF THE MODELS OF TEACHING ON STUDENT LEARNING by Jennifer Krogh _________________________________________________________ A Dissertation Presented to the FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirement for the Degree DOCTOR OF EDUCATION August 2010 Copyright 2010 Jennifer Krogh |
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