Using Design Experiments To Investigate Long-Term Program Success.

The purpose of this study was to track teachers using Astronomy Village (registered) over 2 school years. Prior research indicated that teachers were successful with the students when they enjoyed extensive support from the project developers. What would happen when the project support was no longer available? Would their students be as successful? Would the teachers continue to implement the program I ways consistent with the developers intentions? This study used a hybrid experimental design that combined quasi-experimental and design experiments. The experimental designs were supported by statistical analyses using the Linear Logistic Model for Change. Participants were three teachers who had participated in the summative evaluation of Astronomy Village. Results indicate that teachers made significant adaptations to their implementation. These implementations were all consistent with the intent of the curriculum designers. An analysis of the learning outcomes indicates that students in the second implementation year achieved greater learning outcomes than students in the first implementation year. Researchers will continue to monitor the progress of these teachers during a third implementation year. (Contains 14 references.) (SLD)