Search results for: Florez Ida Rose
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The current study compared the child development content knowledge gains of two classes of undergraduate preservice early childhood teachers. Some of the preservice teachers taught child development with case-based instruction and some of them taught the same content with traditional didactic instruction. The study also sought to determine if students' level of prior knowledge interacted with the type of instruction they received.
Updated: Dec. 27, 2012
A rich literature discusses various types of small-group learning formats and how those formats affect achievement. Few studies, however, have examined students’ perceptions of small-group learning experiences. This work extends the small-group literature by studying stories written in response to a picture of children in a small group by students who attend Comprehensive School Reform (CSR) schools about learning in small groups.Results suggest that students in these CSR schools held positive beliefs about their small-group learning experiences.
Updated: Dec. 22, 2008