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dc.contributor.advisorBatsell, W. Robert, 1963-
dc.contributor.advisorWessel, Joan Elizabeth
dc.contributor.authorRaddatz, Jennifer
dc.descriptionvi, 33 p.en_US
dc.description.abstractThe purpose of this study was to conduct a comparative analysis of the effects of direct instruction and indirect instruction on problem-solving skills of eight students, who were referred because of poor decision-making skills. Participants were fifth-grade students enrolled in a summer school program for a month. The hypothesis was that students in the direct-instruction condition would demonstrate stronger problem solving skills compared to the students in the indirect-instruction condition. There was no analysis of results due to flaws in the design of the study. Nevertheless, understanding how this problem-solving model was implemented can prove to be beneficial for researchers conducting this type of study in the future.en_US
dc.description.sponsorshipDavid Thoreau Elementary School. Brown Deer, Wisconsin.
dc.relation.ispartofKalamazoo College Psychology Senior Individualized Projects Collection
dc.relation.ispartofseriesSenior Individualized Projects. Psychology.;
dc.rightsU.S. copyright laws protect this material. Commercial use or distribution of this material is not permitted without prior written permission of the copyright holder. All rights reserved.
dc.titleEffects of Direct versus Indirect Instruction on Problem-Solvingen_US
KCollege.Access.ContactIf you are not a current Kalamazoo College student, faculty, or staff member, email to request access to this thesis.

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  • Psychology Senior Individualized Projects [722]
    This collection includes Senior Individualized Projects (SIP's) completed in the Psychology Department. Abstracts are generally available to the public, but PDF files are available only to current Kalamazoo College students, faculty, and staff.

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