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Journal of Educational Psychology Copyright 2007 by the American Psychological Association 2007, Vol. 99, No. 1, 194–206 0022-0663/07/$12.00 DOI: 10.1037/0022-0663.99.1.194 Immediate and Delayed Effects of Using a Classroom Case Exemplar in Teacher Education: The Role of Presentation Format Roxana Moreno and Alfred Valdez University of New Mexico Students learned teaching principles either with or without (control group) the presentation of a classroom exemplar in video or text format. Across 2 experiments, the video group produced higher transfer scores and affective ratings than the other groups. Four weeks later, the video group recalled more information about the exemplar than the text group, but no treatment effects were found on transfer. Qualitative analyses (Experiment 2) showed that the video group produced a significantly larger number of modeled behaviors in the transfer test than the text (immediate) and control (immediate and delayed) groups. Results encourage using classroom video exemplars to promote students’ affect and retention, but suggest that additional pedagogies are needed to promote longer term transfer of theory into practice. Keywords: exemplars, modeling, video, teacher education, learning How can we help prospective teachers effectively apply princi- different times: immediately after the treatment and 4 weeks later