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Document Type:Latin Dissertation
Language of Document:English
Record Number:55720
Doc. No:TL25674
Call number:‭3210477‬
Main Entry:Yuejin Xu
Title & Author:Levels of wholetheme instruction and student outcomes: A mixed-method studyYuejin Xu
College:The University of Alabama
Date:2005
Degree:Ph.D.
student score:2005
Page No:128
Abstract:Wholetheme instruction has become an increasingly popular approach in education, in general, and teacher education, in particular. Wholetheme instruction is grounded in biofunctional theory, a new perspective on memory, knowledge, and learning. Research on biofunctional theory has given wholetheme instruction relatively solid theoretical grounding. However, there are currently no studies of how teachers appropriate wholetheme instruction in their teaching and how differentiated levels of wholetheme appropriation influence student outcomes. This study directly addresses the above two areas. It distinguishes three different levels of constructivist teaching varying in the degree of integrated wholethemeness: direct, eclectic, and integrative. Empirically, the study employs both an embedded single case design to describe the three levels and a pretest-posttest factorial design to investigate the relationship between levels of wholetheme instruction and student outcomes in a multi-section educational psychology course for teacher education majors. The sample in this study consists of 3 instructors and 96 students. During the semester, the three instructors videotaped their own lessons for professional development. Permission to analyze their videotaped lessons was obtained from each instructor. The three instructors were also interviewed at the end of the semester on what their favorite topics were and how they taught those topics. Qualitative results from the interviews and the videotaped lessons revealed three distinguishable approaches, varying overall in direct, eclectic, and integrative levels of wholetheme instruction. Quantitative results from the analysis of ratings on an essay test suggested that students in the integrative level wrote significantly better than those in direct level. Moreover, students in the integrative level also demonstrated significant gains from pretest to posttest in an ethical decision making measure (DIT2). This study has special significance for the fields of education and psychology. It focuses on a relatively under-explored area, uses a framework that considers both learners and their teachers, and, through a mixed-method design, it also expands our understanding of critical thinking and ethical decision making.
Subject:Education; Biofunctional; Educational psychology education; Wholetheme instruction; Educational psychology; Curricula; Teaching; 0525:Educational psychology; 0727:Curricula; 0727:Teaching
Added Entry:A. Iran-Nejad
Added Entry:The University of Alabama