ERIC Number: ED352664
Record Type: Non-Journal
Publication Date: 1992
Reference Count: N/A
Evaluation of Computer-Assisted Instruction in Primary Grade Classrooms at the Charlotte-Mecklenburg Schools.
Sockwell, Recardo V.
A study determined the effectiveness of two computer-assisted programs for writing/language instruction. Three first-grade classes and three second-grade classes at each of five Charlotte-Mecklenburg schools (CMS) were selected for the study. Two schools were using Write to Read for the first time, two schools were using Acceleration Station 2000 for the first time, and one school used no special intervention. Data included teacher descriptions of their instructional programs, perceptions of teachers on the strengths and weaknesses of each program, and achievement in writing for students in different programs. Results indicated that neither type of assessment (teacher ratings and Area Writing Instructor ratings) consistently showed statistically significant differences in achievement based on program. Recommendations are that the Charlotte-Mecklenburg schools: (1) select the most economical writing program; (2) provide adequate training and support in the use of new instructional systems; (3) use consultants provided by companies representing new instructional programs; (4) establish contracts between the CMS Research Office and schools agreeing to participate in evaluations; and (5) monitor the use of the Writing to Read program, since the two schools had very different outcomes even after controlling for differences in their students. (Ten tables of data are included. Summary descriptions of instructional programs, a class profile form, the teacher survey, writing prompts, Area Writing Instructor rating scales for writing prompts, and the teacher assessment instrument for writing prompts are attached.) (RS)
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: N/A
Authoring Institution: Charlotte-Mecklenburg Public Schools, Charlotte, NC.