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9806313.PDF (6.171Mb) INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter frice, while others may be from any type o f computer primer. The qualiQr of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, prim bleedthrough, substandard margins, and improper alignment can adversety affect reproduction. In the unlikely evem that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e g., m^s, drawings, charts) are reproduced by sectioning the original, b^inning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. Each original is also photographed in one exposure and is included in reduced form at the back o f the book. Photographs included in the original manuscript have been reproduced xerographically in this copy. Ifigher quality 6” x 9” black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. UMI A Bell & Howell Information Compaty 300 North Zeeb Road. Ann Arbor MI 48106-1346 USA 313/761-4700 800/321-0600 UNIVERSITY OF OKLAHOMA GRADUATE COLLEGE AN EXPLORATION OF PROCESSES USED IN CASE ANALYSIS BY PRE-SERVICE TEACHER EDUCATION STUDENTS IN A MEDIA AND TECHNOLOGY COURSE A Dissertation SUBMITTED TO THE GRADUATE FACULTY in partial fulfillment of the requirements for the degree of Doctor of Philosophy By DIANE HULLIBARGER JACKSON Norman, Oklahoma 1997 UMI Number: 9806313 Copyright 1997 by Jackson, Diane Hullibarger All rights reserved. UMI Microform 9806313 Copyright 1997, hy UMI Company. All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. UMI 300 North Zeeh Road Ann Arbor, MI 48103 AN EXPLORATION OF PROCESSES USED IN CASE ANALYSIS BY PRE-SERVICE TEACHER EDUCATION STUDENTS IN A MEDIA AND TECHNOLOGY COURSE A Dissertation APPROVED FOR THE DEPARTMENT OF EDUCATIONAL PSYCHOLOGY BY c Copyright by DIANE H. JACKSON 1997 All Rights Reserved. ACKNOWLEDGEMENTS I would like to thank many people for their help and encouragement during the completion of this dissertation. First, I want to thank my committee chair, Barbara A. Greene, for her guidance êmd support, not only during the dissertation, but throughout my graduate experience. Through cognition and research courses, collaborations, and conversations, Barbara's influence has been considerable, and I truly was fortunate to have her as my mentor. I also want to thank Raymond B. Miller for sharing his knowledge about motivational influences on learning, Teresa Roedel for sharing her insights regarding the developmental needs of learners, Patricia L. Smith for sharing her expertise in instructional design and evaluation, and Ann Cavallo for sharing her suggestions regarding research and clarity of writing. These committee members were very generous with their time and advice and I truly appreciate their contributions to this effort. In addition to my committee members, several other people contributed to the successful completion of this dissertation. I want to thank Kay Kincade, for her helpful recommendations early in the project. I want to thank Jane Morse, the chair of my department, for her continuing encouragement as I pursued the doctorate while teaching iv full-time. I want to thank Susanne Beilin, for her help in corroboration of the instructional procedures used in the study. I want to thank Janet White, for helping with the data audit and for her friendship and encouragement during my years in the doctoral program. I also want to thank the students who participated in the study and were constant reminders of why I became a teacher in the first place. Finally, I want to thank my family. My sons, Bryan and Brandon, were patient as I pursued this goal, and helped me stay grounded in the really important things in life. My husband, Ken, always had faith in my ability to succeed, and I truly appreciate his unconditional love and support throughout this project and the entire graduate experience. TABLE OF CONTENTS ACKNOWLEDGEMENTS...................................... iv LIST OF TABLES.......................................... x ABSTRACT............................................... xi CHAPTER I; INTRODUCTION................................. 1 Theoretical Foundations of the Study............... 2 Recent Transfer Research...................... 6 Schema Induction and Acquisition......... 6 Similarities in Training and Transfer Tasks...................... 8 Metacognition and Transfer.............. 10 Problem-Solving and Expertise................ 14 Problem-Solving in Complex Domains............ 17 Motivation................................... 18 Case-based Instruction....................... 21 Summary and Overview of the Study................. 27 CHAPTER II: METHOD.................................... 31 Participants...................................... 31 Data Sources...................................... 32 Descriptive Information...................... 32 ACT Scores.............................. 32 Teaching Specialty...................... 32 Prior Education Courses................. 33 Prior Knowledge......................... 33 Motivation.............................. 35 Verbal Protocols.............................3 9 Pilot of Protocols...................... 40 Written Protocols............................ 42 Personal Reaction to the Use of Cases................................ 43 Other Materials................................... 44 Mini-Cases................................... 44 Verbal Protocol Instructions to Participants............................ 44 Cases........................................ 44 Mr. Fishbein (Case #1).................. 45 Vietnam History Lesson (Case #2)........45 Jack Writes a Paper (Case #3).......... 45 Rx for Ailing Instruction (Case #4)...... 46 Long Division Blues (Case #5).......... 46 QuickStart (Case #6).................... 46 Case Analysis Guide.......................... 46 Scoring Rubrics.............................. 48 Equipment.................................... 50 Procedures........................................ 50 CHAPTER III: RESULTS.................................. 55 vi Organization of the Data.......................... 55 Analysis of the Data.............................. 57 Researcher and Instructor......................... 60 Verbal Protocol Participants...................... 62 Brenda........................................62 Background.............................. 62 Brenda's Analyses of Cases..............63 Summary................................. 68 Fran..........................................71 Background.............................. 71 Fran's Analysis......................... 72 Fran's Analysis of Cases................74 Summary................................. 79 Gwen..........................................81 Background.............................. 81 Gwen's Analyses of Cases................82 Summary................................. 88 Mary..........................................90 Background.............................. 90 Mary's Analyses of Cases................91 Summary................................ 101 Wéuida........................................103 Background............................. 103 Wanda's Analyses of Cases..............104 Summary................................ 113 Harry....................................... 115 Background............................. 115 Harry's Analyses of Cases..............117 Summary................................ 128 Themes and Trends Across Verbal Protocol Participants....................... 13 0 Written Protocol Participants.................... 133 Lori.........................................133 Background............................. 133 Lori's Analyses of Cases...............134 Summary................................ 13 8 Ellen 13 9 Background............................. 139 Ellen's Analyses of Cases..............140 Summary................................ 145 Paula........................................146 Background............................. 146 Paula's Analyses of Cases..............148 Summary................................ 153 Olivia...................................... 155 Background............................. 155 Olivia's Analyses of Cases.............156 Summary................................ 162 Cathy........................................163 Background............................. 163 Cathy's Analyses of Cases..............164 Summary................................ 168 vii Don......................................... 170 Background............................. 170 Don's Analyses of Cases............... 171 Summary................................ 177 Themes and Trends Across Written Protocol Participants.............. 178 Themes and Trends Across All Participants............................180 Secondary and Elementary Perspectives...........................181 Proximity to Student Teaching.............. 183 Prior Knowledge............................. 184 Students ' Perceptions aÜDOut Case Analyses..........................185 CHAPTER IV: DISCUSSION............................... 187 Interpretation of Processes.....................
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