Home PublicationsJRTEPast IssuesVolume 28 Number 5

Edited by Diane McGrath

Volume 28 Number 5 Summer 1996

Technology, Multimedia, and Qualitative Research in Education, References, Borg

Kansas State University

Publications

Walter Borg

Author(s): Gall, Meredith D.; Borg, Walter R.
Title: Educational Research. A Guide for Preparing a Thesis or Dissertation Proposal in Education. Fifth Edition.
Year: 1989
Abstract:

This guide is designed to assist sutdents in preparing a masters thesis or a doctoral dissertation. Part 1 describes the process of preparing a "mini" dissertation proposal, intended to familiarize the student with the dissertation process early in their doctoral program. Part 2 presents examples of dissertation prosposals for: (1) a laboratory experiment; (2) a descriptive/correlational study; (3) a field-based quasi-experiment; and (4) a qualitative research study. (JD)
Document Number: ED332953

Author(s): Borg, Walter R.
Title: The Educational R & D Process: Some Insights.
Journal: Journal of Experimental Education; v55 n4 p181 8 Sum 1987
Year: 1987
Abstract:

This article describes some insights of the author based on 20 years experience in using the educational research and development process. Problems and strategies related to planning, developing a prototype, and evaluating educational programs and instructional materials are discussed. (Author/JAZ)
Document Number: EJ356314

Author(s): Borg, Walter R.; And Others
Title: Teachers' Perceptions of the Importance of Educational Measurement.
Journal: Journal of Experimental Education; v55 n1 p9 14 Fall 1986
Year: 1986
Abstract:

A questionnaire, including a list of 27 measurement topics, was sent to Utah teachers to study teachers' perception of the importance of various educational measurement topics. Results showed that teachers perceived most of the topics as important and that an undergraduate course could be developed to meet the needs of teacher students. (Author/JAZ)
Document Number: EJ348383

Author(s): Borg, Walter R.
Title: Simulated Research Projects as a Means of Providing Practical Experience.
Year: 1986
Abstract:

Problems involved in providing practical research experience in research methods courses are discussed. The two points in the research process where time is most critical are selecting measures and data collection. This paper suggests using a data base from previous research and having students conduct simulated studies based on randomly selected subjects from the data base. Two sample assignments from a doctoral level course at Utah State University are included to illustrate the use of this approach. In the first assignment, called the Team Research Project, a team of students from different courses is formed. The team studies the codebook of the data bank, sets up a problem statement and hypothesis, and conducts a computer search of the available literature. Each student reviews 1 year in the literature, randomly selects 30 or more cases from the data base, analyzes the cases, and writes a results section. The second assignment, called the Individual Research Project, follows very much the same pattern except that each student in the class goes through the entire process individually. (JAZ)
Document Number: ED275735

Author(s): Borg, Walter R.
Title: How Did Methusilah Get into This? Tribulations of a Developer.
Year: 1985
Abstract:

Two approaches to testing student achievement are discussed: (1) traditional standardized tests; and (2) testing achievement on an instructional unit. Content validity is a major problem with standardized achievement tests. Even though test publishers typically consider a number of curriculum guides and textbooks in producing a test which is reasonably well suited to most schools' curricula, the curricular content in schools and classrooms is not consistent. For example, research has indicated wide variations in the amount of classroom time devoted to elementary school mathematics. The advantages of standardized tests are familiarity, simplicity, and economy. The proposed alternative involves the teaching of a unit of instruction, followed by an achievement test which measures only those concepts contained in the unit of study. A field test was conducted with intermediate school teachers and a week-long social studies unit on persons who had lived to be over 100. Although this approach required the development of the unit and the test, as well as the teachers' cooperation, it had high content validity. Observation indicated that 39 of 40 teachers followed the content of the instructional unit. (GDC)
Document Number: ED277722

Author(s): Borg, Walter R.
Title: Some Important Changes in Educational Research Methods over the Past 20 Years.
Year: 1984
Abstract:

By comparing the first and fourth editions of a research methods text, the author identifies and discusses some major changes in educational research metholodogy that have occurred over the past 20 years. Some of the changes relate to ethics and legal constraints in conducting research, research and development, evaluation research, the availability of computerized literature searching, meta-analysis, new analysis methods, non-parametric statistics, observation, and research design. (Author/BW)
Document Number: ED242797

Author(s): Ascione, Frank R.; Borg, Walter R.
Title: A Teacher-Training Program to Enhance Mainstreamed, Handicapped Pupils' Self-Concepts.
Journal: Journal of School Psychology; v21 n4 p297 309 Win 1983
Year: 1983
Abstract:

Assessed the effectiveness of the Utah State University Self Concept Protocol in changing teacher behaviors related to self-concept in 715 handicapped students mainstreamed in intermediate grade classrooms. Results showed more favorable postobservation scores for teachers in the experimental group and improved self-concept for their students. (LLL)
Document Number: EJ297765

Author(s): Borg, Walter R.; Ascione, Frank R.
Title: Classroom Management in Elementary Mainstreaming Classrooms.
Journal: Journal of Educational Psychology; v74 n1 p85 95 Feb 1982
Year: 1982
Abstract:

This research was aimed at adapting the Utah State University Classroom Management Program for use in elementary mainstreaming classrooms and evaluating the program's effectiveness in changing teacher and pupil behavior. The program appears to be powerful in changing teacher behavior and an effective classroom management training tool. (Author/AL)
Document Number: EJ260830

Author(s): Ascione, Frank R.; Borg, Walter R.
Title: Effects of a Training Program on Teacher Behavior and Handicapped Children's Self-Concepts.
Journal: Journal of Psychology; v104 p53 65 Jan 1980
Year: 1980
Abstract:

Teachers trained with the revised Utah State University Self-Concept Protocol Program showed significant increases on six of twelve program-related behaviors. Although no gains in self-concept were made by handicapped children, there was evidence for differential effectiveness of the program for learning disabled and emotionally handicapped children. (Author/RL)
Document Number: EJ217611

Author(s): Borg, Walter R.
Title: Teacher Coverage of Academic Content and Pupil Achievement.
Journal: Journal of Educational Psychology; v71 n5 p635 45 Oct 1979
Year: 1979
Abstract:

Two studies related content coverage to pupil achievement. With ability and socioeconomic status controlled, a correlation of .40 was obtained between content and coverage and achievement. Significant correlations were also obtained between teacher coverage and achievement for two groups of teachers covering two units two months apart. (Author/RD)
Document Number: EJ218629

Author(s): Borg, Walter R.; Ascione, Frank R.
Title: Changing On-Task, Off-Task, and Disruptive Pupil Behavior in Elementary Mainstreaming Classrooms.
Journal: Journal of Educational Research; v72 n5 p243 52 May Jun 1979
Year: 1979
Abstract:

Elementary school teachers trained in a class management program changed behaviors and improved student performance in both handicapped and nonhandicapped pupils in mainstreamed classrooms. (JD)
Document Number: EJ208631

Author(s): Borg, Walter R.; Schuller, Charles F.
Title: Detail and Background in Audiovisual Lessons and Their Effect on Learners.
Journal: Educational Communication and Technology: A Journal of Theory, Research, and Development; v27 n1 p31 8 Spr 1979
Year: 1979
Abstract:

This study, to determine whether complexity of detail, scale, and background help subjects to learn technical information, demonstrated no significant difference between groups. One group used the existing self-contained learning package with many complex visuals; the other group used lessons identical in the audio portion but containing simplified visuals. (Authors/JEG)
Document Number: EJ201742

Author(s): Borg, Walter R.; Schuller, Charles F.
Title: The Use of Detail and Background in Visuals and Its Effect on Learner Achievement and Attitude.
Year: 1978
Abstract:

Eighty soldiers with the same appropriate occupational specialty (armor crewman) were randomly assigned to either a simple or a complex audiovisual lesson format to determine the effect of visual art on mastery of instructional material. The audio parts of the two versions were identical, but the visual art on the revised filmstrip was simplified by removing background, removing uniform details from soldiers, or sketching equipment rather than drawing it to scale. A pretest established whether subjects had prior knowledge of lesson content. After the lesson, all subjects completed two posttests: lesson content and an attitude scale. Data were analyzed using ANCOVA with GT scores (composite army aptitude test scores) and pretests as covariates, and with posttests and attitude scales scores serving as dependent variables. Results suggest that complex art in audiovisual lessons contributes nothing to either the soldier's learning or to their attitudes toward the lessons. (RL)
Document Number: ED153201

Author(s): Borg, Walter R.
Title: Changing Teacher and Pupil Performance with Protocols
Journal: Journal of Experimental Education; v45 n3 p9 18 1977
Year: 1977
Abstract:

The purpose of this research was to determine whether the Utah State University (USU) Protocol Modules dealing with classroom management and pupil self-concept would bring about significant changes in the performance of in-service elementary school teachers and the pupils in their classrooms. (Author)
Document Number: EJ163499

Author(s): Borg, Walter R.; And Others
Title: Teacher Classroom Management Skills and Pupil Behavior
Journal: Journal of Experimental Education; v44 n2 p52 8 1975
Year: 1975
Abstract:

The purpose of this study was to determine whether the Utah State University Protocol Modules that are designed to improve the classroom management skills of elementary teachers brought about significant changes in the teacher use of these skills and also changed the amount of on-task and disruptive behavior of pupils in their classes. (Author)
Document Number: EJ144068

Author(s): Borg, Walter R.
Title: Protocol Materials as Related to Teacher Performance and Pupil Achievement
Journal: Journal of Educational Research; v69 n1 p23 30 1975
Year: 1975
Document Number: EJ131647

Author(s): Borg, Walter R.
Title: Moving Towards a Breakthrough in Teacher Education
Journal: Education; v95 n4 p302 23 1975
Year: 1975
Abstract:

In this paper the author attempted to relate some of the developments that have happened in teacher education over the past ten years. (Author/RK)
Document Number: EJ121996

Author(s): Borg, Walter R.
Title: Making the Leap from Correlational to Experimental Studies of Teacher Behavior.
Year: 1975
Abstract:

What little we know about relationships between specific classroom behavior of teachers and relevant pupil outcomes has been obtained almost entirely from coreelational studies. Yet if we are ever to apply knowledge in this area to teacher education, we must carry out experimental studies in which teachers are trained to emit specific behaviors that are found to be related to pupil outcomes. In order to evaluate how specific changes in teacher behavior can bring about changes in related pupil outcomes, Utah State University created three sets of protocol modules employed as experimental treatments. Through these studies, it was determined that relationships between specific teacher behaviors and pupil outcomes tend to be higher in correlational studies than in experimental studies. Four variables seem to be the cause of this difference. First, general teaching competence operates more strongly in correlational studies and probably leads to spuriously high correlations between specific teacher behaviors and pupil outcomes. Second, the length of pupil exposure to teaching behaviors studied may be longer in correlational studies than in experimental studies. Third, when teachers adopt new behaviors, there is a lag in the development by pupils of appropriate responses to these behaviors. Fourth, when teachers are trained in new behaviors, time is not often allowed to incorporate the skill into teacher performance. (Author/JS)
Document Number: ED104844

Author(s): Borg, Walter R.; Stone, David R.
Title: Protocol Materials as a Tool for Changing Teacher Behavior
Journal: Journal of Experimental Education; v43 n1 p34 9 1974
Year: 1974
Abstract:

This study is concerned with changes in teacher behavior brought about by training with the USU Protocol Modules. (Editor)
Document Number: EJ106856

Author(s): Borg, Walter R.
Title: Field Test Report 1972-73: Utah State University Protocol Materials Project.
Year: 1974
Abstract:

During the 1972-73 academic year, the Utah State University Protocol Project developed four self-instructional modules related to classroom management: (a) Group Alerting, (b) Learner Accountability, (c) Transitions, and (d) Withitness. Each module contains a student guide composed primarily of recognition lessons based upon printed classroom transcripts, a set of evaluation instruments, and a protocol film illustrating applications of the concept in classroom settings. The criterion for success for the project called for 80% of the final field test participants to attain at least 80% mastery on the two criterion measures included as part of each protocol module. Three field tests were made of each module except transitions, with revisions of the modules based on field test results. The results on the final field test indicated that an average of 93.5% of the learners had reached the criterion level of mastery on the eight criterion measures employed in the evaluation of the four modules. In addition to these performance measures, a student questionnaire was administered. Student perceptions of the protocol modules were generally favorable. Students rated the various elements in the protocol packages as satisfactory and regarded the protocol materials as superior to conventional education courses they had taken in terms of quality of educational content, relevance, and interest level. (This field test report contains 12 tables of data.) (Author)
Document Number: ED092540

Author(s): Langer, Philip; Borg, Walter R.
Title: Instructor Handbook for the Protocol Modules on Classroom Management. Utah Protocol Materials Project.
Year: 1974
Abstract:

This handbook is designed to acquaint the teacher educator with the training materials in classroom management prepared by the Utah State University Protocol Training Project. It deals with the protocol materials generally and with each module specifically, and includes the following sections: (a) an introduction to and rationale for protocol materials, (b) ways of identifying specific kinds of learning situations in which these protocol materials can be used, (c) a discussion of the student activities involved in completing a protocol module, (d) general principles of the management of protocol materials, and (e) information about each module. The specific modules covered in this handbook deal with the following classroom management concepts: (a) the increase of student on-task time, (b) learner accountability, (c) smooth transition from one classroom activity to another, and (d) teacher awareness of what is going on in the classroom. (HMD)
Document Number: ED092482

Author(s): Borg, Walter R.
Title: Protocols: Competency Based Teacher Education Modules
Journal: Educational Technology; v13 n10 p17 20 1973
Year: 1973
Abstract:

An overview of the development of protocol materials, with specific examples from the Utah State University Protocol Project, which concentrates on concepts of teacher language. (Author/HB)
Document Number: EJ087919

Author(s): Borg, Walter R.
Title: Research and Development As a Vehicle for Improving Teacher Competence.
Year: 1973
Abstract:

The most essential element in the Research and Development (R&D) process is the provision for repeated field testing, evaluation, and revision until the product reaches its objectives. This process can be implemented to improve the instructional process in two ways: to improve the instructional skills and strategies of teachers; and to develop more effective curriculum material for use in the schools. To test the effectiveness of an instructional method, one must first identify the specific elements that go into the successful use of that method and, secondly, involve in research teachers who effectively apply behaviors and strategies essential to this method. Most present teaching methods are not well-defined enough to permit such research. In fact, conventional teacher programs today are ineffective because they lack definition, an effective instructional model, objectives and evaluation, generalizability, and resources. In contrast, R&D efforts have made good strides towards defining teaching skills, providing teacher access to objective evaluation data that indicates which aspects have succeeded or failed, and developing components such as minicourses to serve as resources. R&D could similarly aim towards developing tested curriculum components. (JA)
Document Number: ED076584

Author(s): Borg, Walter R.
Title: Field Testing and Evaluation in the Utah State University Protocol Project.
Year: 1973
Abstract:

The Utah State University Protocol Project has developed six self-instructional modules, each concerned with an important concept related to teacher language. Each module contains a student handbook made up primarily of recognition and application practice lessons based on printed classroom transcripts and an 8- to 10-minute protocol film illustrating applications of the concepts in classroom settings. The criterion for success for the project called for 80 percent of the field-test participants to attain at least 80 percent mastery on the three criterion measures included as part of each protocol module. Two field tests were made of each protocol module with revision of the module based on the field-test results. The results on the final field-test indicated that more than 80 percent of the learners had reached the criterion level of mastery on all 18 of the criterion measures employed in evaluating the six protocol modules. (Four tables of data are included.) (Author)
Document Number: ED076577

Author(s): Borg, Walter R.
Title: Minicourses: Individualized Learning Packages for Teacher Education
Journal: Educational Technology; v12 n9 p57 64 1972
Year: 1972
Document Number: EJ075749

Author(s): Langer, Philip; Borg, Walter R.
Title: Instructor Guide.
Year: 1972
Abstract:

This Instructor Guide is designed to acquaint the teacher educator with the Utah State University Protocol Project training materials. It deals with the protocol materials generally and with each module specifically, including the following: (a) an introduction to, and rationale for protocol modules; (b) ways of identifying specific kinds of learning situations in which these protocol materials can be used; (c) a discussion of the student activities involved in completing a protocol module; (d) general principles of management of the protocol materials; (e) a brief report of the field testing of the protocol modules; and (f) information about each module. The specific modules covered in this guide deal with the following teacher language concepts: (a) clarity; (b) emphasis; (c) encouragement; (d) extension; (e) feedback; and (f) organization. (HMD)
Document Number: ED091340

Author(s): Borg, Walter R.; Stowitschek, Carole
Title: The Utah State University Protocol Project. Final Report 1971-72.
Year: 1972
Abstract:

The Utah State University Protocol Project developed six self instructional modules, each concerned with an important concept related to teacher language. Each module contains a student handbook consisting of definitions and recognition and application practices based upon printed classroom transcripts and an 8-ten minute protocol film. The criterion for success for the project was 80% mastery on three criterion measures by 80% of the field test participants. Student reactions to the protocol modules were favorable and they regarded protocol materials as superior to conventional education courses they had taken in terms of quality of the educational content, relevance, and interest level. Two field tests were made of each protocol module, followed by revision of the module based on field test results. The results of the final field tests indicated that more than 80% of the learners had reached the criterion level of mastery on all 18 of the criterion measures employed in evaluating the six protocol modules. (Authors)
Document Number: ED091333

Author(s): Borg, Walter R.
Title: Some Thoughts About Product Evaluation at the Far West Laboratory.
Year: 1971
Abstract:

Questions are discussed concerning the problem of evaluating an educational product for its potential marketing success. A strategy is proposed for identifying various levels of evaluation for a product, and for selecting the evaluation level that will be accepted as yielding sufficient evidence for the desirability of marketing the product. (MS)
Document Number: ED054230

Author(s): Borg, Walter R.
Title: Three Levels of Evaluation for Educational Products.
Year: 1971
Abstract:

Three levels of evaluation that can be used in the assessment of educational products and processes are: 1) Unvalidated Form of Experience, 2) Validated Form of Experience, 3) Direct Performance Evaluation. Each of these evaluation models is described in detail, and factors involved in selection of the evaluation model are discussed. (MS)
Document Number: ED054229

Author(s): Borg, Walter R.
Title: Guidelines for the Development of Minicourses.
Abstract:

This paper pulls together the knowledge and insights that have been accumulated in the development of Minicourses. It is expected that the guidelines will be revised and enlarged as new knowledge about this work is accumulated. The guidelines cover the following aspects of Minicourse development: initial planning, the introduction film, the instructional film, the model film, the practice lesson, the teacher handbook, evaluation forms, and the coordinator's handbook. A separate section devoted to each of these elements describes in detail the purpose of that particular element and then lists comprehensive guidelines. (Appendixes contain sample materials: a checklist of teacher activities for Minicourse Eight, a daily course schedule for Minicourse Nine, a list of techniques and principles related to learning from films, and a list of film credits for a minicourse introduction film.) (RT)
Document Number: ED053091

Author(s): Borg, Walter R.
Title: Possible Research Questions Related to the Minicourse Model.
Abstract:

This document contains a list of 19 research questions completed by the staff of the Teacher Education Program. The ideas are stated in very brief terms, but each idea has behind it a tentative research plan which can be expanded into a design to fit conditions that exist in any given preservice or inservice teacher education setting. The major concern is in the implications of these questions for the practical problem of developing more effective products to improve teaching. (Author/RT)
Document Number: ED053090

Author(s): Borg, Walter R.
Title: Research, Development, and Implementation Costs for Minicourses.
Year: 1971
Abstract:

This paper provides information on the cost of the research underlying the Minicourse model as compared with the development cost of the Minicourse packages. It also estimates the cost that would be involved in achieving 30 percent implementation of Minicourses by elementary and secondary school teachers in the United States. Research costs are estimated on the basis of 11 projects (listed in an appendix) which formed the direct foundation for the development work. Development costs are estimated on the basis of an average of current figures for Minicourses 2, 3, 5, and 8. (An appendix lists the costs of each of the four broken down by the major steps in the development process.) Dissemination and implementation costs are also estimated, mainly on the basis of material and personnel costs. A summary of costs arrives at a figure of $45 for the average cost of one course for one teacher. (RT)
Document Number: ED053089

Author(s): Borg, Walter R.
Title: The Minicourse--A Milestone on the Road to Better Teaching
Journal: British Journal of Educational Technology; v2 n1 p14 23 1971
Year: 1971
Abstract:

^This article describes a large-scale teacher education programme" which employs ^a self-contained package of materials designed to train teachers to use specific teaching skills." (Author/AK)
Document Number: EJ042646

Author(s): Borg, Walter R.
Title: The Effectiveness of Minicourse 1 in Changing Teacher and Student Behavior
Journal: Classroom Interaction Newsletter; v6 n2 p70 80 1971
Year: 1971
Document Number: EJ038743

Author(s): Borg, Walter R.
Title: Training Public School Research Personnel for a Role in Educational Research and Development.
Year: 1970
Abstract:

This paper attempts to define the future role of research personnel in the public schools. It surveys the methods of applied and basic research and finds both inadequate for bringing about specific changes in the schools. Educational research and development is suggested as an alternative. This research and development cycle involves finding and studying research pertinent to a product to be developed, developing the product, testing it in the field to find its deficiencies and then revising to correct these deficiencies. It would be inefficient for each local school system to attempt this process on its own. Rather, public school research personnel should support such efforts by identification and preliminary evaluation of new innovations, field testing of new educational products, selecting from available products those best suited to local needs, and implementing the products selected into local schools. (RT)
Document Number: ED053088

Author(s): Borg, Walter R.
Title: The R & D Process as Used in Designing Minicourses.
Year: 1970
Abstract:

This paper elaborates on a list of procedures contained in an accompanying handout entitled "The 27 Steps in the Development Program." These 27 steps are subsumed under 12 categories: 1) research and information collecting, 2) planning, 3) develop preliminary form of product, 4) preliminary field testing, 5) main product revision, 6) main field testing, 7) operational product revision, 8) operational field testing, 9) final product revision, 10) dissemination and distribution, 11) report preparation, and 12) implementation. The paper emphasizes the importance of detailed planning with specific objectives. It also justifies the expense of such rigorous development by pointing out the wide applicability of the products and the resulting low unit cost per user. (RT)
Document Number: ED053087

Author(s): Borg, Walter R.
Title: Research-Based Development: A Strategy for Educational Change in the 70's.
Year: 1970
Abstract:

Of the three change strategies for educational improvement which are currently being supported with substantial sums of money, only the most recent, research-based development, can bring about real national improvement in educational practice. "Local innovation," although it will always be our best source of new ideas, fails as an effective national change strategy because of poor exportability, lack of rigorous evaluation, and incredible expense and inefficiency. The history of team teaching and the results of Title I of the Elementary and Secondary Education Act of 1965 illustrate the point. "Educational research" also fails as a change strategy, not because of scarcity of funds or a communications gap but because its findings as they come from the researcher are simply not usable by practitioners. "Research-based development" enlists both local innovation and research to produce new products and processes. Although it is costly, it is economically feasible when resulting products are widely used. It provides practitioners with products fully ready for use with rigorous research evidence that they do the job for which they were designed. If the new strategy is broadly implemented, the teacher's role can become more manageable. It would be more like that of a medical physician: working with each individual to diagnose his problem and select from available treatment the one considered most applicable--not to develop new treatments or discover new medicines. (JS)
Document Number: ED045621

Author(s): Borg, Walter R.; And Others
Title: The Minicourse. A Microteaching Approach to Teacher Education.
Year: 1970
Abstract:

This paperback book reports progress in developing minicourses (short, self-instructional courses designed to train teachers in specific classroom skills) to show how these courses can make a significant contribution to the present system of teacher education and describes how research and development is used in education, using the minicourse program as an example. Part 1, focusing on the model and first minicourse, has five chapters: 1) "Teacher Education--A New Direction"; 2) "Research Related to the Minicourse Model" (microteaching, technical-skills approach, modeling, practice and feedback); 3) "Initial Development of Minicourse 1" (designed to increase the effectiveness of discussion and questioning techniques of intermediate-grade teachers); 4) "The Main Field Test"; and 5) "Later Stages of Minicourse Development." Part 2 traces development of second generation minicourses: 6) "The Laboratory's Growing Resources; 7) "Minicourse 2: Developing Language Skills; 8) "Minicourse 3: Effective Questioning in a Classroom Discussion--Secondary Level"; 9) "Minicourse 5: Tutoring in Mathematics"; and 10) "Minicourse 8: Organizing the Kindergarten for Independent Learning and Small-Group Instruction." Chapters in part 3 describe the third generation of minicourses: 11) Developing and Improving Instructional Models"; 12) "Moving Toward a System of Teacher Education"; and 13) "Educational Research and Development and Educational Change." (JS)
Document Number: ED045577

Author(s): Borg, Walter R.
Title: The Minicourse Instructional Model.
Year: 1970
Abstract:

This paper, originally presented with a film introduction to the minicourse model, overviews the development of a series of microteaching courses designed to train teachers the specific teaching skills necessary to function effectively in the teaching-learning situation. Advantages of the instructional sequence are noted: focus on specific teaching skills which are precisely defined and illustrated in an instructional film, and practice in a microteaching lesson with specific feedback via video tape recordings for evaluation. The research and development sequence used in building and testing each minicourse is outlined with special emphasis given to the research-based development tuned to realities of the classroom through a series of at least three field tests and revisions. The 17 minicourses currently completed or under testing or development are listed with their course goals. Minicourse #1, "Effective Questioning in Classroom Discussion (Elementary)"--which includes the film presented with this paper--is available from Macmillan Educational Services, Inc. (See also ED 024 647 and ED 024 650) Others in advanced stages of testing are #2, "Thought and Language: Skills for Teaching Kindergarten Children with Minimal Language Experience" (SP 003 610); #3, "Effective Questioning in a Classroom Discussion (Secondary)"; #4, "Verbal Interaction" (SP 003 609); and #5, "Effective Tutoring in Elementary School Mathematics" (SP 003 602). (JS)
Document Number: ED037388

Author(s): Borg, Walter R.; And Others
Title: The Minicourse A New Tool for the Education of Teachers
Journal: Educ; v90 n3 p232 8 1970
Year: 1970
Abstract:

A course to improve the qualifications of prospective teachers is described. Its success has encouraged educators to seek to develop other courses along similar lines. (CK)
Document Number: EJ023032

Author(s): Borg, Walter R.
Title: The Minicourse as a Vehicle for Changing Teacher Behavior, the Research Evidence.
Year: 1969
Abstract:

To test the effectiveness of the minicourse (an instructional microteaching package) in changing specific teacher behaviors, 20-minute pre- and postminicourse video-taped recordings of each of the 48 participating teachers' classroom lessons were made and were scored by trained raters. Further, to insure rater objectivity, delayed postcourse video tapes were mixed with pre- and postminicourse video tapes from another study and scored. Results of analyses of pre- and postminicourse scores showed that teachers made significant gains after the minicourse on 10 of 12 behavior scores and demonstrated a reduction to half the precourse level of teacher talk. Additional analyses of these data showed that when the sample was divided according to teacher grade level and compared on four behaviors relating to teacher talk and pupil response, teachers in all grade levels increased their use of higher cognitive questions, and students increased the length of their responses; when the sample was divided according to middle and lower class school setting, teachers serving lower class areas made greater gains on most of the skills; and when the sample was divided by sex, there were found to be no significant differences in each group's learning of teacher skills. Two months after completion of the course, a refresher course was given to one third of the group. Results of a posttest administered two months later showed no significant differences between this group and the rest of the sample, indicating that the teachers had retained most of the skills acquired in the minicourse without a refresher course. (SM)
Document Number: ED029809

Author(s): Borg, Walter R.; And Others
Title: The Effects of Videotape Feedback and Microteaching in a Teacher Training Model.
Year: 1968
Abstract:

Minicourse 1, a short microteaching program designed to change 12 specific classroom behaviors involved in conducting a discussion lesson, relies heavily on filmed illustrations by model teachers and provides feedback through carefully structured teacher self-evaluation of televised lesson replays. A study was designed (1) to estimate the degree to which practice in the microteaching format and feedback from the video tape replay influenced learning in the minicourse model and (2) to determine the effectiveness of the minicourse as a technique for changing the behavior of student teachers. Five groups of 15 to 17 student teachers from three teacher training institutions were subjects of the study. No variables appeared to influence their assignment to groups: three groups completed the entire minicourse, one was given all but the video tape recordings and replay, and one did no microteaching and received no feedback. Behavior change was measured by trained raters who scored coded 16-minute pre- and postcourse video tapes of each student teaching his entire class. The three research hypotheses were tested using a one-tailed t-test; all three were supported. In general, the groups that completed the entire minicourse made more and larger changes in behavior than the others; and several significant changes occurred in the methods of conducting discussion lessons. (SP 001 962 is a related document.) (JS)
Document Number: ED024650

Author(s): Borg, Walter R.
Title: The Minicourse: Rationale and Uses in the Inservice Education of Teachers.
Year: 1968
Abstract:

This collection of materials reports the research and development of a series of inservice training "minicourses," short courses (about 75 minutes per day for 15 days) designed to teach specific teacher behavior patterns with use of the minroteaching technique, self-evaluation of video tape feedback, instructional films, and filmed illustrations by model teachers. The main document reviews the instructional model on which the courses are constructed, defines and discusses the advantages of microteaching, and describes the scope and future plans for the minicourse program. It includes a 6-item bibliography and a comprehensive description and field evaluation report of Minicourse 1, "Effective Questioning in a Classroom Discussion." A general information sheet "In Answer to Your 'Minicourse' Inquiry- includes information on the availability of Minicourse 1 which includes instructional and model lessons (on 16mm films), all printed materials needed, and film processing fees. Accompanying leaflets include "Questions and Answers about the Minicourse Model," a list of 24 steps in the development program, a description of the main field test and operational field tests performed in the course development cycle, and a list of Minicourses 2-16 with brief descriptions of goals and content plus notes on the present stages of development or field testing. (SP 001 966 is a related document.) (JS)
Document Number: ED024647

Author(s): Borg, Walter R.
Title: Research on Team Teaching: Study of Human Interaction Variables in Successful and Unsuccessful Teacher Teams.
Journal: Team Teaching; v1 n2 p1 2 Oct 1966
Year: 1966
Abstract:

An exploratory study was devised to determine those factors which affect the success of team teaching. Questionnaire responses from school principals and teachers in teams and data derived from personality tests of participants in six schools selected for the study were analyzed. Both principals and teachers who were members of teams contributed information concerning types of programs which they had, their major problems in team teaching, and their perceptions of the characteristics of successful team teachers (such as adaptability, flexibility, subject matter knowledge, cooperativeness, consideration, and readiness to accept criticism). An additional analysis of secondary school team teachers' planning sessions revealed that effective members of the team participated more than did less effective members. (SP)
Document Number: ED033069

Author(s): Borg, Walter R.
Title: Studey of Human Interaction Variables in Successful and Unsuccessfull Teacher Teams.
Year: 1966
Abstract:

The objective was to investigate the variables leading to the success or failure of teacher team. This paper reports a survey of 533 team members and 242 principals from schools in which team teaching was employed and an assessment of 63 teachers from 15 teams. A survey of 242 principals indicated that (1) a substantial percentage of current team teaching programs is exploratory, employing only one team, (2) planning is inadequate, (3) the organizational and instructional techniques are flexible class size, ability grouping, and individualized instruction, (4) the adminstrative problem of adapting available space to team teaching is difficult, and (5) large school principals work with team leaders, while small school principals work with entire team. A survey of 533 teachers indicated that (1) the majority of teams work with pupils at a single grade level, usually elementary, (2) teacher specialization in teaching and preparation of curricular materials is the usual pattern, and (3) the more predominant structure has no official leader or little or no administrative authority. Principals and teachers surveyed reported that the teacher characteristics needed for team teaching are flexibility, ability to cooperate and work effectively with other adults, organizational skill, consideration for others, and ability to accept conventional criticsm. The assessment of the 63 teachers of 15 teams indicated that the more effective teachers particpate in planning sessions, and these teachers scored higher on a peer rating-ranking interview. (GC)
Document Number: ED010001

Author(s): Borg, Walter R.
Title: Perceptions of the teacher's Role in the Small Rural School.
Year: 1965
Abstract:

A research survey is described which examines the teacher's role in the small rural school as it is perceived by principals and teachers currently employed in small rural schools, by faculty members in colleges and departments of education. and by teacher training students in fives states participating in the western states small schools project. The document presents the objectives, procedures, types of questionnaires, the resulting data, and the summary and conclusions that were identified with this sftudy. (JH)
Document Number: ED010968

Author(s): Borg, Walter R.; And Others
Title: Videotape Feedback and Microteaching in a Teacher Training Model
Journal: J Exp Educ; v37 n4 p9 16
Abstract:

Research performed pursuant to a contract with the U.S. Department of Health, Education and Welfare, Office of Education.
Document Number: EJ009463

Author(s): Borg, Walter R.
Title: The Balance Between Educational Research and Development: A Question of Strategy
Journal: Educ Technol; v9 n7 p5 11
Document Number: EJ007403

Author(s): Borg, Walter R.
Title: An Evaluation of Ability Grouping
Year: 1964
Abstract:

The projects sample consisted of children of elementary, junior high, and high school age. They were divided into two groups- (1) an ability grouping that differentiated the curriculum principally by adjusting the rate of presentation of curricular material, (2) random grouping that differentiated the curriculum principally through the use of enrichment. The two groups were examined and evaluated for - (1) study habits, (2) achievement, (3) realization of achievement potential, (4) pupil attitudes, (5) pupil problems, (6) self-concept, (7) aspiration level and achievement values, (8) personality.
Document Number: ED001177

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