Measuring teachers' structural knowledge |
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| Institution: | 1. Pharmaceutical Informatics Institute, College of Pharmaceutical Sciences, Zhejiang University, Hangzhou 310058, China;2. College of Pharmaceutical Engineering of Traditional Chinese Medicine, Tianjin University of Traditional Chinese Medicine, Tianjin, 300193, China;3. Kaibao Pharmacy Co., Ltd., Shanghai 201418, China;4. Tianjin State Key Laboratory of Modern Chinese Medicine, Tianjin University of Traditional Chinese Medicine, Tianjin 300193, China |
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| Abstract: | Long-term effects of a teacher education program on beginning teachers' cognitive structures for classroom management, and relationships between various measures of cognitive structure were investigated. Nine elementary teachers completed an ordered tree and a concept mapping exercise of the domain classroom management one year after program completion. Comparisons of follow-up data with exit scores revealed a positive but non-significant trend toward greater organization. Correlations between the ordered tree and scores derived from concept maps revealed significant relationships between the ordered tree and the scoring procedure of Roehler, Duffy, Conley, Hermann, Johnson, and Michelson (1990). Implications for the measurement of cognitive change in teacher education students are discussed. |
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