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Full text of this paper is not available in the ETD Center. Copies may be available for inter-library loan from University of Cincinnati or may be available for purchase from Proquest/UMI

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TEACHING PROBLEM IDENTIFICATION SKILLS TO TEACHER INTERNS: AN ANALYSIS OF INSTRUCTIONAL METHODS

WESTCOTT, KATHRYN M.
http://rave.ohiolink.edu/etdc/view?acc_num=ucin1014047935

Abstract Details

2002, PhD, University of Cincinnati, Education : School Psychology.
One consultative model of service delivery that provides structure and support to schools to help ensure the needs of all students are met is collaborative problem solving. With strong foundations in collaboration, an essential element of this process is active participation of all key stakeholders. In order to expand the use of this process, increasing the problem-solving skills of all key stakeholders is important. Particularly, it is important for all teachers to have knowledge of the content and process of collaborative problem solving because their active participation is critical for achieving positive intervention outcomes. Limited research exists on how to build teachers' problem-solving skills in an effective and efficient manner. This study examined the effectiveness, as well as the perceived effectiveness, of case scenario activities combined with three instructional methods (didactic instruction alone, didactic + modeling, and didactic + written prompt) for facilitating the acquisition of problem identification skills. The participants were 53 teacher interns enrolled in three sections of an 11-week course designed to teach skills in collaborative problem solving. Participants completed four case scenario activities under one of the three instructional conditions and their responses were rated using the Problem Identification Rating Scale to provide an overall rating of problem identification skills. At the conclusion of the training, participants completed the Case Scenario Survey which assessed their perceived effectiveness of the activities in increasing their problem identification skills. Across time, all groups demonstrated an increase in problem identification skills, with the written prompt group consistently performing better than the modeling and no additional instruction groups. The modeling group, however, rated the case scenario activities as a more effective use of class time. The findings of this research support effective teaching, staff development, and collaborative-problem solving literatures, in that direct, active, and applied learning opportunities effectively promote skill development. Implications for teacher training and professional development programs are provided as well as directions for further research.
Janet L. Graden, Ph.D. (Committee Chair)
Sarah J. Allen, Ph.D. (Committee Co-Chair)
1 p.
Education, Teacher Training
collaboration; problem solving; teacher education; case scenario

Recommended Citations

Citations

  • WESTCOTT, K. M. (2002). TEACHING PROBLEM IDENTIFICATION SKILLS TO TEACHER INTERNS: AN ANALYSIS OF INSTRUCTIONAL METHODS [Doctoral dissertation, University of Cincinnati]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1014047935

    APA Style (7th edition)

  • WESTCOTT, KATHRYN M.. TEACHING PROBLEM IDENTIFICATION SKILLS TO TEACHER INTERNS: AN ANALYSIS OF INSTRUCTIONAL METHODS. 2002. University of Cincinnati, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ucin1014047935.

    MLA Style (8th edition)

  • WESTCOTT, KATHRYN M.. "TEACHING PROBLEM IDENTIFICATION SKILLS TO TEACHER INTERNS: AN ANALYSIS OF INSTRUCTIONAL METHODS." Doctoral dissertation, University of Cincinnati, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1014047935

    Chicago Manual of Style (17th edition)

ucin1014047935