rtant to keep the limitations of the stimulated recall methodology in mind. Fogarty (1982) used the stimulated recall methodology to compare experienced and novice teachers' instructional decision-making activities. In particular, Fogarty was interested in cues used by teachers as part of their decision-making processing. Interestingly, the study revealed that both novice teachers and experienced teachers used the same number of cues in processing. However, the experienced teachers utilized significantly more instructional activities and had more instructional goals than did novice teachers. In addition, experienced teachers were better able than novice teachers at incorporating unplanned student input into their decision-making processing.
Combs (1984) used both classroom observation techniques and telephone interviews to examine decision-making for a sample of 16 novice elementary school teachers. She noted that sample teachers found it difficult to explain the factors giving rise to their decisions. However, the majorit
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