Design of an interactive informational program: Formative evaluation and experimental research

The design and evaluation of an interactive informational program is outlined in this article. Also reported is an integrated research study which examines the effects of differing levels of orientation to an interactive informational program on user confidence and attitudes. Research results indicate that a full orientation providing information, examples, practice, and feedback for various program options can lead to greater levels of user comfort than a more limited type of orientation providing brief information and single examples, and with equally positive user attitudes. However, subjects receiving the full orientation spent less time in the actual program and accessed a smaller proportion of available program segments than did their limited-orientation counterparts. No differences in efficiency were noted between the two groups in the use of the program. Sex differences noted in attitudes and time expended are discussed, with reference to a possible preference by females for greater levels of program support. Recommendations are offered for interactive program developers and future research directions are suggested. This work was supported in part by Summer Research Awards provided by the Curry School of Education at the University of Virginia. I gratefully acknowledge the assistance of Richard Berdel, Cheryl Wissick, and Maureen Glasser in the data collection, and of theETR&D editor and anonymous reviewers for their comments on a draft of this article.     

Methods of analysis and overall mathematics teaching quality in at-risk prekindergarten classrooms

Research Findings: This study analyzed the quality of teacher–child interactions across 10 videotaped observations drawn from 5 different prekindergarten classrooms delivering the same mathematics curriculum: MyTeachingPartner–Math. Interactions were coded using 2 observational measures: (a) a general measure, the Classroom Assessment Scoring System (CLASS); and (b) a math-specific measure, the Classroom Observation of Early Mathematics–Environment and Teaching (COEMET). Practice or Policy: High correlations were found between the 2 measures, suggesting that the CLASS may serve as a sufficient metric to determine the quality of mathematics instruction in prekindergarten, though the COEMET may provide finer grained detail about teachers’ practice. Results indicate that the quality of mathematics instruction provided by teachers generally fell in the low- to medium-quality range and did not differ significantly across curriculum-related contextual factors.     

Requirements and benefits of effective interactive instruction: Learner control,self-regulation,and continuing motivation

While educational technologies provide increasing opportunities for interactive exploration in a learning environment, crucial questions remain: Will learners be able to exercise control and effectively regulate their own learning in flexible learning systems? Will they be motivated enough really to explore? Theory and research suggest that learners can and will, if the instructional systems are well-designed and if the learners are adequately prepared. In this paper, the components of learner control, self-regulated learning, and continuing motivation are examined as possible requirements and benefits of effective interactive instruction. A theoretical framework is advanced which illustrates the interdependence and mutual importance of these three components. Educational research in each of these three areas is analyzed, inconsistencies are discussed, and further support is developed for consideration of these components within an instructional situation. Finally, recommendations are offered for future research, to develop further what we know about what makes instruction effective and learners successful.     

Impacts of an Early Childhood Mathematics and Science Intervention on Teaching Practices and Child Outcomes

abstract

This randomized controlled trial examined effects of the MyTeachingPartner-Math/Science intervention on the quality and quantity of teachers’ mathematics and science instruction, and children’s mathematics and science outcomes in 140 pre-kindergarten classrooms. Teachers participated in the intervention for two years with consecutive cohorts of children. Results from Year 1 are considered experimental, however due to high levels of attrition, results from Year 2 are considered quasi-experimental. Across both years, intervention teachers exhibited higher quality and quantity of instruction. In Year 1, there were no significant effects of the intervention on children’s outcomes. In Year 2, children in intervention classrooms made greater gains in teachers’ ratings of mathematics and science skills and performed better on a spring assessment of science skills. These results have implications for designing and evaluating professional development aimed at supporting children’s mathematics and science knowledge and skills.     

Impact of online support for teachers’ open-ended questioning in pre-k science activities

We examined the effects of teacher supports in enhancing teachers’ open-ended questioning in pre-k activities. The blended teacher supports included online video demonstrations of questioning techniques and companion workshop activities. Twenty-five teachers received the blended supports while the control group did not. The data consisted of classroom video observations, teacher surveys, and teachers’ access time to teacher supports. Our quantitative analyses revealed that the treatment group teachers used more open-ended questions than the control group teachers. The students in the treatment group used a greater number of different words and complex sentences than those in the control group.     

Use and Evaluation of Web-based Professional Development Services Across Participant Levels of Support

When participating in a large-scale, web-based professional development program, to what degree do teachers participate? How useful do they find the program? To what degree do they feel supported in their efforts? What are the associations between participation, evaluation of services, and the level of service teachers receive? MyTeachingPartner provides several levels of support to teachers, and each participant’s involvement in the project varies in terms of assigned level, frequency of logging in to the site, and the time she spends on it. This paper compared key data sources, including web navigation logs and teacher survey responses, to describe the relationship between teachers’ perceptions of support, their specific project interactions, and the level of service they receive. We explored ways that a large-scale professional development project such as MTP can benefit from identifying and nurturing those elements that best foster teacher perceptions of support.     

Use of dissection-related courseware by low-ability high school students: A qualitative inquiry

This article reports on a naturalistic study conducted with 24 low-achieving high school Biology students. Observations and interviews were used to determine how the teacher and students used two different computer-based instructional programs on frog anatomy and dissection, and how students conducted a subsequent dissection. Student and teacher opinions were solicited about the different computer-based programs and the dissection laboratory. Findings suggest that dissection can be a valuable learning experience for low-achieving Biology students when they are engaged in group cooperation and interaction and receive adequate instructional preparation. Results also point to the motivation these students exhibit toward computer use, to the importance of balancing learner and program control, and to the value of considering the teacher as a possible source of both interaction and structure during courseware use. Recommendations based on these and other findings are offered for educators and instructional developers. As participating teacher in this research, Mrs. Foss' integral and enthusiastic involvement is recognized with co-authorship of this article. She has asked to be identified by name rather than by a pseudonym. The paper on which this article was based was presented at the annual meeting of the American Educational Research Association (AERA) in April 1993. The authors thank Mary Catherine Ellwein and an anonymous reviewer for their valuable comments on an earlier draft. Correspondence may be directed to Mable Kinzie at the Department of Educational Studies, Curry School of Education, University of Virginia, 405 Emmet Street, Charlottesville, VA 22903-2495.     

Design and use of hypermedia systems

Hypermedia makes it possible for learners to explore interactive multimedia-based instructional systems. To realize the potential of hypermedia to increase student involvement and learning, important design and use issues will have to be addressed. For example, how can we ensure that learners will be able to effectively regulate their own learning as they exercise the control inherent in hypermedia-based systems? How can motivation be stimulated and maintained, so that individuals will go beyond superficial browsing to really explore and learn? A theoretical and research-based foundation is summarized here which suggests answers to these questions, answers that revolve around learner control, self-regulated learning, and continuing motivation. Recommendations are offered for the effective design of hypermedia systems and the appropriate preparation of learners who will use them.     

Frog dissection via the world-wide web: Implications for widespread delivery of instruction

While valuable instructional products are available for development and distribution via a variety of media, the Internet provides one of the most effective delivery mediums to date. In this paper, we describe the design and development of a set of Internet-based instructional materials on frog dissection and anatomy, and report on the effectiveness of Internet delivery for encouraging high levels of use and user satisfaction.A previous version of this paper was presented at the 1995 annual meeting of the Internet Society, Honolulu, HI.     

Processing instruction in helping map forms and meaning in second language acquisition of English simple past

In the first phase of this study, how English simple past is being taught in the classroom was examined through a questionnaire. The findings report how primary and secondary teachers perceived the difficulties faced by Cantonese English as a second language learners when acquiring English simple past, and the dominant teaching approaches or strategies used to address the problems. The second phase of the study examined the role of explicit instruction versus implicit instruction by involving primary 2 students being taught using three different forms of pedagogical intervention: processing instruction, traditional instruction, and implicit instruction. Findings show that the processing instruction group had significant improvement from pretest to posttest in the interpretation task, and they also obtained the greatest gains. In the production task, both processing instruction and traditional instruction groups obtained greatest gains and their improvement was significant. Explicit instruction was found to be more effective than implicit instruction in second language acquisition of English simple past.