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An Information Processing Analysis of Expert and Novice Teachers' Problem Solving.
Peer reviewed Peer reviewed
Swanson, H. Lee; And Others – American Educational Research Journal, 1990
Qualitative differences between 24 expert teachers and 24 novice teachers in think-aloud protocols related to solving classroom discipline problems were investigated. Results suggest that expert teachers have procedural plans for solving discipline problems and are able to put more attention into defining the problem than are novice teachers. (SLD)
Descriptors: Beginning Teachers, Classroom Techniques, Cognitive Processes, Comparative Analysis