Laws Of The Teacher

Research Assessment Sheet

Title: Revising General Education: Assessing a Critical Thinking Instructional Model In The Basic
Communication Course.

Authors: Joseph P. Mazer, Stephen K. Hunt, and Jeffrey H Kuznekoff

Publication: The Journal Of General Education, Vol. 56, No. 3-4, 2007

Type Of Study: Qualitative

Participants: 324 students from basic communication course in a General Education program.
There were 155 in the experimental group (92% first year) and 169 (96% first year) in control
group.
Experimental Group = Prestest/Posttest
Control Group = Prestest/Posttest

Methodology:
Critical Thinking Self-Assessment (CTSA)
Control Group exposed to basic CT instruction periodically throughout the semester. Control
Group also watched videos on speeches throughout the semester and asked to critique some of
theme and emulate others. Students worked in groups to complete these tasks. At the end they
were asked to evaluate their improvement, make an argument for their claim and provide.
evidence of their claim.
The Experimental Group went through the same activities, but, were given direct instruction on
Critical Thinking such as a glossary of terms, discussion on CT and Bloom’s “Critical Thinking
Objectives for Public Speaking”. Students in this group also completed an activity where they
critiqued arguments made in the movie Monty Python and the Holy Grail. They were also
offered Toulmin’s Argument Model in a powerpoint. Students completed peer evaluations
which allowed them to apply argumentation concepts.
Both groups completed CTSA and CT test as part of the posttest.

Sample Design: “Anticipating Objections” Activity,
Sample excerpt that violated components of the tests of evidence that students had to critique
“According to a survey conducted for Honda Motor Co., most people prefer cars produced by
Honda to that of Ford Mazda, Toyota and even Hyndai.”

Statistics:
Mean:
C Group X Group
CT Self Assessment CT Self Assessment
Pretest=64.12 Posttest=67.4 Pretest=62.86 Posttest=66.21
CT Test CT Test

Standard Deviation:
C Group X Group
CT Self Assessment CT Self Assessment
CT Test CT Test
-Strongest Reported:
CTSA and CT Test results were strongest because they gave a thorough explanation of the tests.

-Weakest Reported:
The statistics on the individual test items were weak because they were not thoroughly
explained.

Main Findings:
Direct instruction of Critical Thinking resulted in a substantive improvement in the experimental
students’ CT Test scores.

Limitations:
Students were only examined during 16-week course. Students examined over longer periods
of time could have different results.


Title: A study of modularized instruction and it’s role in the technology education curriculum at
Southern Door Schools

Authors: Lebrum, David C.

Publication: Submitted in Partial Fulfillment of the Requirements fo the Master of Scirence
Degree With a Major in Vocational Education, August, p18, 2001


Participants: Six different public school districts (Jr./Sr. high school )in the local(Brussels, WI)
area that utilize modular instruction.

Methodology: Contacted technology educators from six schools and asked if they would
participate in a study of their modular instruction programs. At that time they were informed
what questions they would be asked during the on-sight observation so they could prepare
themselves accordingly. Directs observation of modules being used during class was studied.
Instructors were interviewed to obtain their perceptions of individualized modular systems.
Interviews were recorded via audio tape. Each class was observed for 1-1/2 hours.

Sample Design:

Statistics:
-Strongest Reported: 1-Overall appearance widely varied; traditional technology education
curriculums were being used not used; When modules used groups of 2 or more, learning went
down; most allotted 45 mins. 2-Most instructors reported having a more positive environment
with modular labs; Nearly all schools reported an increase in enrollment for two years and then,
back to normal
-Weakest Reported: Make up of modular labs. Means, ranges, standard deviations, variances,
etc. were not given.

Main Findings:
If carefully planned to fit a given technology education curriculum, modules can enhance
student learning.

Limitations: School districts studied were all within located in Georgia; Study done by a
Graduate Student.


Title: Computer-mediated instructional video: a randomized controlled trial comparing a
sequential and a segmented instructional video in surgical hand wash

Authors: M. Shcittek Janda, A. Tani Botticelli, N. Mattheos, D. Nebel, A. Wagner, A Nattestad
and R. Attstrom

Publication: Blackwell Munksgaard, 2005 3 December 2004

Type Of Study: Qualitative/Quantitative

Participants: 28 dental students in their second semester

Methodology: Students were split into two groups, Experimental (N=15) and control (N= 13).
Experimental group watched the garmented video clips. Control group watched complete
video. Both groups were videotaped washing their hands after watching the video. Students
also performed a written test on the video.

Sample Design: *see table 1 and 2 for samples

Statistics:
Mean: *see table 2 for means on results in the different steps of the evaluation
Variance: *see table 2 for variances on results in the different steps of the evaluation
Range: * see table 2 for ranges on results in the different steps of the evaluation
Standard Deviation: *see table 2 for standard deviation on results in the different steps of the
evaluation
-Strongest Reported: Responses from students on written test

-Weakest Reported: Means, variances, ranges and deviations

Main Findings: There are significant differences in learning outcome in the written test from
viewing instructional films as one complete video or as divided into segments. The students
demonstrated positive attitudes and acceptable learning outcome from viewing CAL videos as
part of their pre-clinical training. Videos that are segmented seem to give a better learning
outcome and are watched longer.

Limitations: Students may have enough prior knowledge of hand washing and not even need
the video.


Title: The Classroom Check-Up: A Classwide Teacher Consultation Model for Increasing Praise
and Decreasing Disruptive Behavior
Authors: Wendy M. Reinke of University of Missouri-Columbia and Teri Lewis-Palmer and
Kenneth Merrel from Universtiy of Oregon
Publication: School Psychology Review, 2008, Volume 37, No. 3, pp. 315-332
Participants: Four White female general education elementary teachers. Teachers selected
base on their request for support with classroom management difficulties. Teacher experience
varied.
Methodology: Dependent variables = occurrences of teacher praise and occurrences of teacher
reprimands also one student variable-occurrences of student disruptive behavior. Teacher
praise was primary dependent variable.
10 minute observations collected data on frequency of praise. Behaviors were counted using
the real-time Multi-Option Observation System for Experimental Studies (MOOSES) software.
Data was downloaded onto a spreadsheet for daily analysis.
Sample Design: Classroom Check-Up (CCU); Single subject, multiple baseline across classrooms
design was used to determine the functional relationship between the independent variables
and the dependent variables. Stage 1: assessing the classroom environment through direct
observation and completion of a teacher interview and brief classroom ecology checklist by the
consultant. Step 2: visual performance feedback session provided to teacher daily. Step 3:
Menu of options. Step 4: Choose interventions Step 5: teacher self-monitoring of treatment
integrity.
Statistics:
-Strongest Reported: Correlations between Praise and disruptions.
-Weakest Reported: Statistics on reprimands were not discussed thoroughly.
Main Findings: Teachers’ rate of praise increased after monitoring and feedback treatments.
Behavior-specific praise increased significantly in all classrooms. Teachers’ use of reprimands
did not vary significantly during the treatment. Disruptions decreased during treatment in all
classrooms.
Limitations: Small sample size limits the generalizbility; teacher participants were all voluntary;
study occurred during the same instruction period; a ethnic and racial diversity of the sample
was limited.


Title: University Students’ Knowledge and Attitude about Genetic Engineering

Authors: Senol Bal, Nilay Keskin Smanci and Orcun Bozkut

Publication: Eurasia Journal of Mathematics, Science & Technology Education, 2007, 3(2), 119-
126


Participants: Junior and senior students from science education program, senior students from
biology education program and seniors biology majors from the Faculty of Arts and Sciences

Methodology: A questionnaire with 2 open ended questions and 3 of Likert type of attitude
scale with 12 statements, give to students. Open ended questions intended to analyze students’
prior knowledge of genetic engineering. 12 Likert-Type questions intended to analyze students’
attitude about statements presented on genetic engineering.

Sample Design: Sample survey given in Appendix. Attitude question groups, -The statements
about the studies of genetic engineering, The statements about the studies of genetic
engineering with animals, The statements about the studies of genetic engineering with plants
and the statements about the studies of genetic engineering with microorganisms.

Statistics:
Confidence Interval: Reliability=.81

ANOVA: One-way ANOVA and Seheffe calculated by SPSS. P>.05

-Strongest Reported: Student answers to attitude questions

-Weakest Reported: Student answers to open-ended questions

Main Findings: Genetics education does not focus enough on genetic engineering and its
implications. Students risk perception and negative suspects decrease while their knowledge
level about this subject increase.

Limitations: Sample size was not given. Therefore, it is hard to figure out the generalizability of
the study.


Title: Classroom interactions: Exploring the practices of high-and low-expectations teachers
Authors: Christine M. Rubie-Davies
Publication: British Journal of Educational Psychology, 2007, 77, 289-306
Type Of Study:
Participants: 12 primary school teachers from eight schools who had been identified as having
either high or low expectations for their students. They were split into three groups: high-
expectation teachers, low-expectation teachers and average-progress teachers.
Methodology: Participants were observed twice in the academic year during half-hour reading
lessons. Two people observed each lesson, one completing a structured observation protocol
and the other a running record and audiotape. Teachers were observed once in June-July and
another time in September-August. Student teachers in their final year of educational program
did the observing, but, were not told the intent of the study. Audio taping of all lessons
together with the running record enabled a full transcription to be obtained for each lesson.
Sample Design: The author used videos to train the observers in the use of the observation
protocol.
Statistics:
Mean: *see tables 2-7 for means in teacher statements to students, teacher feedback to
students, teacher questioning of students, teacher responses to student answers and teacher
procedural comments
Median: *see tables 2-7 for medians in teacher statements to students, teacher feedback to
procedural comments
Range: * see tables 2-7 for ranges in teacher statements to students, teacher feedback to
procedural comments
ANOVA: one-way post-hoc Tukey between groups 1&2=.001 and between groups 2&3=.007-
Strongest Reported: Statistics on statements, feedback, questioning, responses and procedures
of the teachers in each group.-Weakest Reported: Background, ethnicity, demographics of the
participants
Main Findings: high-expectation teachers spent more time providing a framework for students’
learning, provided their students with more feedback, questioned their students using more
higher-order questions, and managed their students behavior more positively.
Limitations: The size of the teacher groups was small and only two lessons were observed for
each teacher. Because of small size of the groups, it was not possible to account for some
variables that could have influenced the teachers’ expectations and thus the results.

RESEARCH ASSESSMENT SHEET

TITLE: Cognitive and social help giving in online teaching: an exploratory study

AUTHORS: Joan L. Whipp, R. A. Lorentz

PUBLICATION: Association for Educational Communications and Technology, 2008

TYPE OF STUDY:
Qualitative/Quantitative

PARTICIPANTS: Three adjunct online instructors teaching graduate education
courses provided course discussions and postings, and participate in an interview at the
end of the semester.

METHODOLOGY (explain what they did as exactly as possible):
A comparative cross-case study design using naturalistic and descriptive
methods of inquiry was used.
Primary Data Sources: All instructor course postings, interviews with course instructors,
weekly field notes taken by the authors while observing course discussions, student
interviews and final student grades.
916 postings in course discussions and on the instructors’ announcement pages were
copied.

SAMPLE DESIGN (how did the pick their population):
Instructors offered their data

STATISTICS (what
statistics are reported):
Means, Ranges, Standard
Deviations, etc. were not
given

Strongest statistic reported: Statistics on discussion postings were supported with
qualitative and quantitative data. Coding of teacher postings, responses and questioning
was thorough and revealing

Weakest Statistic reported: Final test score grades were briefly and vaguely reported in
one column. No means, deviations or variances given for test scores.

Strongest “qualitative”
data reported: Teachers
offered a variety of social
supports to students:
consistent public and

private student interactions,
attention to group
dynamics and processes,
use of welcoming language

Weakest “qualitative” data
reported: Data on test
results were not discussed
thoroughly.

MAIN FINDINGS: Reaffirms the importance of the instructor in supporting student
satisfaction and learning online courses. Instructors use of questioning, task structure,
attention to group dynamics may have caused differences in student perceptions of
support, student help seeking and final grades.

LIMITATIONS: Small sample size limits generalizability. Also, since there was no
pre-test there was no basis for assessing student gain or achievement.


Title: Applying motivational analysis in a Web-based course

Authors: Lih-Juan ChanLin

Publication: Qualitative/Quantitative

Type Of Study: Innovations in Education and Teaching International, Vol. 46, No. 1, February
2009, 91-103

Participants: 40 junior Students from a library and information science major background. 17
males and 23 females

Methodology: Students spent 12 weeks completing lesson in a web-based learning module.
The lessons were Carpal Tunnel Syndrome, Repetitive Stress Injury, Computer Vision Syndrome,
Ergonomics in Library and Accessibility in Library. A group task was assigned during each unit.
Each group wrote a research paper at the end of the course. Research project was used as the
assessment for student achievement.

Sample Design: *See table 1

Statistics:
Mean: *see table 5 for means on assessment of students performance
Standard Deviation: *see table 5 for standard deviation on assessment of students performance
Correlations: between performance and number of postings r=.608 p=0.00
-Strongest Reported: Qualitative data on student performance

-Weakest Reported: Quantitative data on student performance

Main Findings: Students who were more involved in the web-based discussions were more
likely to perform better in the course. Students learning achievements relate to their level of
involvement.

Limitations: Small sample size limits the generalizability of this study.


Title: Online Computer Games As Collaborative Learning Environments: Prospects And
Challenges For Tertiary Education

Authors: Marina Papastergiou

Publication: J. Educational Technology Systems, Vol. 37(1) 19-38, 2008-2009

Type Of Study: Qualitative Empirical Research Study

Participants: Undergraduate Students

Methodology: Literature searches in major bibliographic databases with a view to identify
articles relevant to the use of educational online games in TE.

Sample Design: FINESSE (Finance Education in a scalable Software Environment); Breast Cancer
Detective; Planet Oit; FSS (Financial System Simulator); Age of Computers; Simulation Game on
Data Bases; PIDstop; Simulation Game on Artificial Intelligence; Virtual Computer; Mustakarhu

Statistics:
Students’ responses to the games were overwhelmingly positive; Students have greatly valued
game-based learning; The games improved students academic knowledge and skills; The games
improved students’ self-efficacy with regard to the subject matter; The games greatly improved
teamwork; The games had a modest contribution to teamwork.
Instructors’ responses to the games were very positive; Instructors have greatly valued
game-based learning; The games decreased the instructors’ workload; The games either did not
change or increased the instructors’ workload
-Strongest Reported: Impact of educational Online Games on Students

-Weakest Reported: Impact of online games on the instructor

Main Findings:
Educational online games should constitute engaging virtual environments that offer
students authentic, goal-oriented, challenging, exploratory, experiential, collaborative problem-
solving learning experiences that reflect real-life situations that scientists or professionals of the
respective field encounter in their everyday practice.

Limitations: Cost of online games make it an unrealistic alternative for teachers. Online games
must be comparable to commercial games in terms of graphics and audio quality, friendliness
of the user interface and storyline sophistication while maintaining pedagogically sound
learning activities.


Title: Research on psychosomatic complaints by senior high school students in Tokyo and their
related factors

Authors: Yriko Takata, MC

Publication: Psychiatry and Clinical Neurosciences (2001), 55, 3-11


Participants:
Survey 1: First Grade students (58 males and 110 females)

Methodology:
Survey 1: Pre-survey to assess students health and relationship between psychosomatic
complaints and recognition from family, friends and teachers.
Survey 2: A Longitudinal study to explain psychosomatic complaints was done over a 3-year
period at the school.

Sample Design:
Survey 1: psychosomatic complaints, cognition to the schoolwork, lifestyle habits; 0-3 scale of
‘never’, ‘rarely’ & ‘sometimes’.

Statistics:
Mean:
Factors of complaints Males Females
Depressive symptoms 11.28 15.66
Physical symptoms 9.48 12.27
Neurotic symptoms 1.84 2.95
Digestive Symptoms 1.03 1.20

Standard Deviation:
Factors of complaints Males Females
Depressive symptoms 7.65 7.84
Physical symptoms 6.29 6.21
Neurotic symptoms 2.32 2.71
Digestive Symptoms 1.68 1.24

Correlations: Males=.47 Depressive Symptoms to Cognition to Schoolwork and .41 for Digestive
symptoms to Cognition to schoolwork
Scores for the factors of psychosomatic complaints; Correlations between psychosomatic
complaints scale score and students’ cognition; Correlations between psychosomatic
complaints scale and students’ lifestyle habits
These statistics were supported throughout the study

-Weakest Reported:
Statistics on student health in the introduction were cited, but, the studies on these statistics
were not discussed.

Main Findings: Females had significantly higher score for depressive symptoms than the males.
Females had significantly higher score for physical symptoms than the males. Females had
significantly higher scores for neurotic symptoms than the males.

Limitations: Factors of allergic symptoms were excluded because of found low correlation.

Title: Designing and implementing a case-based learning environment for enhancing ill-
structured problem solving: classroom management problems for prospective teachers
Authors: Ikseon Choi, Kyunghwa Lee
Publication: 29 March 2008, Association for Educational Communications and Technology 2008
Participants: Study 1: 30 second semester, female, early childhood education students at a
state funded university in southern United States. 29 were white, 1 Filipino-American; Spring
2005. Study 2: 58 juniors from a total of 59 from one of two sections of the same required
course in Fall 2006. Coursed were in Early Childhood Education at state-funded university in
southern United States.
Methodology: Study1: Students gave written responses to two questions (what do you think
are the problems I the given case situation and why do you think so? What are the solutions to
the problems and why do you think so?) Answers were submitted online. Students received
orientation on CBL-CMPS. Students then completed an online pre-transfer test. Class then met
twice a week for 1 hr and 15 mins. Per class session. During that time students studied two
cases dealing with challenges with children and with parents. Students then completed CBL-
CMPS stages online and submitted their response to the questions posed at each stage. Student
discussed their answers with other class members. Students then revised the pretest dilemma
problem essay online. The essay was not discussed in class. Study 2: Two Groups were
treatment group and control group.
Treatment Group: received orientation on CBL-CMPS. Class had 30 minute pretest session.
Students wrote responses to given problems and possible solutions of the case online. Over the
next 3 weeks, students endured the same treatment as study 1 and were also given the same
posttest at the end. Control Group: Group took pretest with no orientation on CBL-CMPS.
Students receive the same study 1 treatment and then took the posttest in the same manner as
study 1.
Sample Design: Single-group repeated-measures design; Case-Based Learning Environment for
Classroom Management Problem Solving (CBL-CMPS) system was used
Statistics:
-Strongest Reported: Mean changes between changes were discussed thoroughly.
-Weakest Reported: Two-way and follow-up repeated measures?
Main Findings: CBL-CMPS and its stages facilitated the college students in (a) considering
multiple perspectives, (b) critically reviewing situations and solutions in social and historical
contests, (c) developing coherent arguments and (d) applying theories to their srguments to a
certain degree while solving ill-structured problems
Limitations: Limitations of the environment wit a 3-week implementation. Students tended to
simplify the problem at first.


Title: Effects of Web-Based Spaced Repetition on Vocabulary Retention of Foreign Language
Learners

Authors: Meltem Baturay, Soner Yeldirim, Aysegul Daloglu

Publication: Eurasian Journal of Educational Research, 34, pp. 17-36, Winter 2009


Participants: 69 participants (39 female, 30 male), spring semester 2007 at Gazi University
Preparatory School

Methodology: Three web-based modules consisting of tests and exercises. Vocabulary words
were presented to students. Then, a pretest was given on the words. Student spent 11 weeks
working through the web-based modules. Students then took a post-test on the vocabulary
words.

Sample Design: WEBVOCLE (Spaced repetitions, Contextual guesswork, Multimedia embedded
instruction, Encoding variability)

Statistics:
Mean: *see tables for means on each test
Standard Deviation: *see tables for standard deviation on each test
Variance: *see tables for Homogeneity-of-variance
ANOVA: one way ANOVA (see tables for specific ANOVA coefficient on each test)
-Strongest Reported: Test results from Pre-tests and Posttests from the three modules were
thoroughly discussed as well as the ANOVA coefficient and variances.
-Weakest Reported: Ethnographic statistics

Main Findings: WEBVOCLE proved to be effective in increasing the retention of participants’
vocabulary through spaced repetitions.

Limitations: While the limitations were not directly addressed, I found that only studying 69
students does not provide much generalizability. Also, it was done at a Preparatory School and
that may not generalize to Public School Students.


Title: Bridging the Gap Between Media Synchronicity and Task Performance: Effects of Media
Characteristics on Process Variables and Task Performance Indicators in an Information Pooling
Task
Authors: Stefan Munzer and Torsten Holmer
Publication: SAGE, Communication Research 2009; 36; 76 originally published online Nov 12,
2008
Participants: Eighty-four high-school students between 15-19 years old.

Methodology: Groups of three members each performed a hidden profile task in which the
correct solution to a problem could only be detected by pooling unique pieces of information.
There were four experimental conditions that corresponded to four different computer-
mediated communication tool versions. In each of the four conditions, seven groups
performed the task. During the discussion of the problem through the computer-mediated
communication tool, participants individually performed a secondary monitoring task (color
recognition) that was designed to evaluate cognitive load.

Sample Design: Typing speed test, Free recall test, Questionnaire

Statistics:
Confidence Interval: G*Power 3 Correlations:
Mean: Variance: Tukey HSD post hoc tests
Median: Range:
Mode: Standard Deviation:
Probability: T-test:
ANOVA:
The gourps produced, on average, most of the common information (84%)

-Weakest Reported:
The relation of mental effort and information integration

Main Findings:
Task success was low due to the incomplete exchange of unique information in all conditions.

Limitations:
Lean media are restrictive with respect to feedback channels

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