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ERIC Number: ED411299
Record Type: Non-Journal
Publication Date: 1997-Mar
Pages: 44
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Treatment-Only Single-Case Designs with Student Self-Recording for the Teacher as Researcher.
Moxley, Roy A.
One valuable ingredient that is missing from common teacher practice is the measurement of ongoing student performance in the classroom in a way that supports improvement in student performance and in teacher instruction that can be shared with parents, teachers, and other professional colleagues. Treatment-only designs (TODs) with self-recording by students can provide that measurement for educational practices in public school classrooms, and they may be a useful way for educators and educational researchers to share useful information. Such designs may be considered as an elementary or case study level of single-case research. Examples are given of inferences from TODs and how they may lead to more sophisticated designs. The development of this approach allows for a two-way interaction between technology and science that promises some of the benefits that occur when technology and science are in close collaboration. Examples are given in the following areas in which TODs support: (1) self-recording; (2) self-recording with graphs rather than tables; (3) improving writing by increasing the rate of writing; (4) introducing more advanced single-case designs; (5) questioning a hypothesis; and (6) establishing the usefulness of types of instruction. (Contains 5 figures and 74 references.) (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A