EVALUATING INSTRUCTION: THE COMPLEMENTARY USE OF CLINICAL INTERVIEWS.

This article evaluates the instruction of science education in the U.S. Twenty–four second grade students were randomly selected from each of two second–grade classrooms in a large rural school district. The content domain for the program was established by two researchers who analyzed the program script and the actual program. Comparisons of the pretest and posttest interviews revealed a different picture of the impact of the instruction. The results of the clinical interview indicated that the tenets of the instructional design, the actual instruction, and the expenditure of resources for additional similar instruction were warranted.