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Tracing the sources of learning: The...

Blum, Brad C.

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Tracing the sources of learning: The effects of a video intervention, the textbook, and teacher-led instruction.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Tracing the sources of learning: The effects of a video intervention, the textbook, and teacher-led instruction./
Author:	Blum, Brad C.
Description:	177 p.
Notes:	Source: Dissertation Abstracts International, Volume: 55-07, Section: A, page: 1886.
Contained By:	Dissertation Abstracts International55-07A.
Subject:	Education, Reading. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9431507

Tracing the sources of learning: The effects of a video intervention, the textbook, and teacher-led instruction.
Blum, Brad C.

Tracing the sources of learning: The effects of a video intervention, the textbook, and teacher-led instruction. - 177 p.

Source: Dissertation Abstracts International, Volume: 55-07, Section: A, page: 1886.

Thesis (Ph.D.)--University of Pittsburgh, 1994.

This study investigated how students learn in the classroom by tracing that learning back to its sources. A ten-day instructional unit that contained (1) a video presentation designed to enhance and/or activate prior knowledge, (2) textbook-centered learning activities, and (3) teacher-led instructional activities, served as the vehicle for the investigation which took place in the author's sixth-grade social studies classroom. Data were obtained from observers' field notes, audiotape recording transcripts, and pre, post-video, and post-unit tests administered to students. The findings indicated that instruction that employed teacher-led activities as the sole source of instruction contributed more to student learning than did instruction that used the textbook as the sole source; instruction that included both teacher-led activities and textbook-centered activities contributed the most to learning. The video shown to the class on the first day of the study as a prior knowledge enhancement had a statistically significant effect on student knowledge of ancient Egypt, the topic of the instructional unit.Subjects--Topical Terms:

1017790
Education, Reading.

Tracing the sources of learning: The effects of a video intervention, the textbook, and teacher-led instruction.
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245 1 0 $a Tracing the sources of learning: The effects of a video intervention, the textbook, and teacher-led instruction.
300 $a 177 p.
500 $a Source: Dissertation Abstracts International, Volume: 55-07, Section: A, page: 1886.
502 $a Thesis (Ph.D.)--University of Pittsburgh, 1994.
520 $a This study investigated how students learn in the classroom by tracing that learning back to its sources. A ten-day instructional unit that contained (1) a video presentation designed to enhance and/or activate prior knowledge, (2) textbook-centered learning activities, and (3) teacher-led instructional activities, served as the vehicle for the investigation which took place in the author's sixth-grade social studies classroom. Data were obtained from observers' field notes, audiotape recording transcripts, and pre, post-video, and post-unit tests administered to students. The findings indicated that instruction that employed teacher-led activities as the sole source of instruction contributed more to student learning than did instruction that used the textbook as the sole source; instruction that included both teacher-led activities and textbook-centered activities contributed the most to learning. The video shown to the class on the first day of the study as a prior knowledge enhancement had a statistically significant effect on student knowledge of ancient Egypt, the topic of the instructional unit.
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650 4 $a Education, Social Sciences. $3 1019148
650 4 $a Education, Elementary. $3 516171
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