Date of Award

1-1996

Degree Type

Thesis (On-Campus Access Only)

First Advisor

Elizabeth Arch

Abstract

The uses of modeling in the classroom focusing on effects, observational learning and modeling, inhibitory and disinhibitory behaviors, and response-facilitation, were studied in a rural elementary kindergarten class of 28 students. Observations were conducted over a two and a half month period covering both teacher and student modeling behavior in the same classroom. This report demonstrates that the combination of behavior modeling by both the students and their instructor, when performed in an orchestrated format, does increase learning potential. The young particularly identify with role models and are inclined to imitate what the modeler says and does. The findings emphasize the importance of teacher~supplied modeling at the kindergarten level.

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