Abstract
This paper describes a study investigating the characteristics of teacher behavior under two different instructional management models and their differential effects on students under an individualized early learning program. The study investigated the effectiveness and feasibility of using observational techniques in classroom settings to obtain information about student learning processes and outcomes necessary for implementing an adaptive early education model. Observational data, records of student progress in he curricula, and records of student learning activities were collected systematically in order to characterize the classroom behaviors of students and teachers.
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Learning Research and Development Center University of Pittsburgh
The research reported herein was supported in part by a grant from the Ford Foundation, and in part by a grant from the United States Office of Education to the Learning Research and Development Center. The opinions expressed do not necessarily reflect the position or policy of the sponsoring agencies and no official endorsement should be inferred.
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Wang, M.C. The use of observational data for formative evaluation of an instructional model. Instr Sci 5, 365–389 (1976). https://doi.org/10.1007/BF00051805
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DOI: https://doi.org/10.1007/BF00051805