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ERIC Number: EJ1062678
Record Type: Journal
Publication Date: 2015-May
Pages: 11
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0007-1013
Bridging the Research-to-Practice Gap in Education: A Software-Mediated Approach for Improving Classroom Instruction
Weston, Mark E.; Bain, Alan
British Journal of Educational Technology, v46 n3 p608-618 May 2015
This study reports findings from a matched-comparison, repeated-measure for intact groups design of the mediating effect of a suite of software on the quality of classroom instruction provided to students by teachers. The quality of instruction provided by teachers in the treatment and control groups was documented via observations that were conducted by an independent research team at pre, mid and postintervals of a 225-day study period. Analysis of the data that was generated revealed no statistically significant differences at pretest between the quality of instruction provided by teachers in the treatment and control groups. Over three occasions, no statistically significant differences were found for the control group. Statistically significant differences were found for the overall treatment group at mid and postintervals. Moreover, overall differences between the control and treatment groups were statistically significant at mid and posttreatment including a posttreatment effect size of 1.54. Analysis indicates the treatment had a mediating effect on the quality of classroom instruction and the effect scaled to single and multiple school levels. These results suggest that the field of education's long-standing challenges with improving instructional quality could be resolved by information and communications technology effectively mediating research and practice. A video abstract of this article can be viewed at http://youtu.be/iaWZ23yJGH8
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A