Research Archive
For questions or additional information about these research studies, please contact John Mergendoller.
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An Analysis of Computer Use by Idaho Students and Teachers (2000)
John R. Mergendoller and Kevin MoriartySummary [close]Mergendoller, J.R., & Moriarty, K. (2000). Published by The Buck Institute for Education, Novato, CA. Prepared for: Governor’s Office, State of Idaho
The Idaho Department of Education contracted with BIE to evaluate the success of the Idaho Educational Technology Initiative, which has distributed approximately 10 million dollars per year to Idaho school districts since its inception in 1994.
The first report, An Analysis of the Progress of the Idaho Educational Technology Initiative in Meeting Goals Established by the Idaho Council for Technology in Learning, reviews and analyzes information gathered from numerous site visits and interviews with Idaho teachers, administrators, and technology coordinators.
The second report, An Analysis of Computer Use by Idaho Students and Teachers, presents the results from a survey completed by more than 3500 Idaho educators, and draws conclusions regarding the current status of the Idaho Educational Technology Initiative. -
An Analysis of the Progress of the Idaho Educational Technology Initiative in Meeting Goals Established by the Idaho Council for Technology in Learning (1999)
John R. Mergendoller and Kevin MoriartySummary [close]Mergendoller, J.R., & Moriarty, K. (1999). Published by The Buck Institute for Education, Novato, CA. Prepared for: Governor’s Office, State of Idaho.
The Idaho Department of Education contracted with BIE to evaluate the success of the Idaho Educational Technology Initiative, which has distributed approximately 10 million dollars per year to Idaho school districts since its inception in 1994.
The first report, An Analysis of the Progress of the Idaho Educational Technology Initiative in Meeting Goals Established by the Idaho Council for Technology in Learning, reviews and analyzes information gathered from numerous site visits and interviews with Idaho teachers, administrators, and technology coordinators.
The second report, An Analysis of Computer Use by Idaho Students and Teachers, presents the results from a survey completed by more than 3500 Idaho educators, and draws conclusions regarding the current status of the Idaho Educational Technology Initiative. -
What's Happening with the Marin County Class of 1990? (1998)
John R. Mergendoller, Andrew Michaelson, Carolyn HoranSummary [close]Mergendoller, J.R., Michaelson, A., & Horan, C. (1998). Published by the Buck Institute for Education, Novato, CA.
During the spring of 1997, BIE surveyed the graduates of the Marin County Class of 1990. Including the graduates from both public and private high schools, this comprehensive study reviews the post-secondary accomplishments of Marin County students as a whole, and also examines the graduates' perceptions of the quality of their high school education.
Executive Summary
- Post-secondary educational and employment decisions vary according to a student's class rank in high school.
- The integration of the community and the workplace into the classroom can inspire students to attain further education which, in turn, opens doors to employment.
- Two-year and technical colleges play a significant role in educating Marin County graduates.
- Post-secondary educational attainment "opens doors" to employment opportunities.
- Women are generally more focused on education and employment than men.
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Sifting the Hype: What Research Says About Technology and Learning (1997)
John R. MergendollerSummary [close]Mergendoller, J.R. (1997). Published in Principal (Reston, Va.) Vol.76, January 1997. pp. 12-14
While computers should be an important part of our educational arsenal, they are essentially useful only for accessing, sharing, manipulation, and displaying information. They are not the magic bullet that will transform schooling. Their presence does not automatically lead to more critical thinking, richer understanding, or increased student achievement. For example, despite grand visions of computer use transforming education, one of the most consistently effective use for computers is simple drill and practice. Many of the more elaborate visions for computer use are drain on precious class time and require extensive teacher training and preparation. This paper separates what we know about technology in education from the speculation and hype surrounding computers and learning.
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The Relationship Between Teachers' Theoretical Orientations Toward Reading and Student Outcomes (1997)
Colin H. Sacks and John R. MergendollerSummary [close]Sacks, C.H., Mergendoller, J.R. (1997). Published by the Buck Institute for Education, Novato, CA.
We examined the relationships between kindergarten teachers' theoretical orientations toward reading, classroom process and task assignment, and student outcomes for students who had scored above or below the population median on a standardized test of early reading ability. The reading achievement of lower scoring children improved the most in whole language-oriented classrooms, while higher scoring children in both whole language and phonics-oriented classrooms, and lower scoring children in phonics-oriented classrooms, demonstrated lesser reading gains. Whole language and phonics-oriented teachers emphasized different literacy tasks. Students in whole language oriented classes spent a greater proportion of class time attending to non-book print, using invented spelling, and dictating stories. Children in phonics-oriented classes spent a greater proportion of time looking through books on their own, copying letters, words, and sentences, and completing worksheets. Lower scoring students exhibited higher levels of engagement in whole language-oriented classrooms than in phonics oriented classrooms. Implications for kindergarten instruction with children of differing initial reading abilities are discussed in the context of a stage model of reading development.
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Moving From Technological Possibility to Richer Student Learning: Revitalized Infrastructure and Reconstructed Pedagogy (1996)
John R. MergendollerSummary [close]Mergendoller, J.R. (1996). Published in Educational Researcher, Vol. 25, No. 8, pp. 43-46.
The 1996 Educational Summit concluded with final policy statements which encouraged "swift action" on integrating technology into education. But policymakers must consider the limitations on a fast and effective integration of computers and schooling. There are two key issues involved in technology and education:
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competing investment priorities; and
- the appropriate role of computers in pedagogical change and student learning.
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competing investment priorities; and
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The Utah Educational Technology Initiative Final Evaluation Report: Much Accomplished, More Challenges Ahead (1995)
John R. Mergendoller and Colin H. SacksSummary [close]Mergendoller, J.R., & Sacks, C.H. (1995, June). Published by The Buck Institute for Education, Novato, CA. Prepared for: Utah State Office of Education
Since 1990, the Utah Legislature has appropriated $57.3 million to fund the Educational Technology Initiative (ETI). ETI has had a major impact on the technological and human infrastructure of Utah education. This is most easily seen in the new educational technology found in almost every Utah school.
This evaluation report was prepared by BIE with funding from the Utah State Office of Education. The data summarized in the report testify to the positive impact ETI has brought to Utah education at all levels. However, while ETI has accomplished much, many challenges remain. -
Changes Over Time in Kindergarten Holding Out: Parent and School Contexts (1995)
Yolanda Bellisimo, Colin H. Sacks, and John R. MergendollerSummary [close]Bellisimo, Y., Sacks, C.H., Mergendoller, J.R. (1995). Published in the Early Childhood Research Quarterly, Vol. 10, pp. 205-222.
This study examined the prevalence of holding age-eligible children out of kindergarten in a single Northern California county, and the changes in this phenomenon over time. The sample included 861 boys and 843 girls in 1988 to 1989 and 975 boys and 894 girls in 1991 to 1992, from 30 schools. In 1988, approximately 19.3% of kindergarten boys and 9.1% of kindergarten girls throughout the county were older than their classmates as a result of having been held out of school. In 1991, the corresponding figures were 11.4% and 3.7% for boys and girls respectively. Parental socioeconomic status (SES) was associated with holding out boys, but not girls, in both 1988 and 1991. Specifically, schools with higher SES parents overall had a higher percentage of boys held out. A significantly greater percentage of parents in 1988 were concerned about the appropriateness of the kindergarten classroom for their child than parents in 1991. This study was unable to identify relationships between holding-out and teacher reports of change in kindergarten expectations, practices, and enrollment policies.
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Exemplary Approaches to Training Teachers to Use Technology (1994)
John R. Mergendoller, Jerome Johnston, Saul Rockman, and Jerry WillisSummary [close]Mergendoller, J.R., Johnson, J., Rockman, S., & Willis, J. (1994). Published by The Buck Institute for Education, Novato, CA. Prepared for: Office of Technology Assessment, U.S. Congress.
The Office of Technology Assessment of the U.S. Congress contracted with BIE to conduct eight case studies of exemplary preservice and inservice training programs preparing teachers to use instructional technology and supporting them in their continued technology use. The goals of the project are to:
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Identify several innovative, state-of-the-art training programs that prepare teachers to use technology;
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Analyze what can be learned from them; and
- Outline policy options that might strengthen integration of technology use in teacher training.
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Identify several innovative, state-of-the-art training programs that prepare teachers to use technology;
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Concerning the Relationship Between Teachers' Theoretical Orientations Toward Reading and Their Concept Maps (1994)
John R. Mergendoller and Colin H. SacksSummary [close]Mergendoller, J.R., Sacks, C.H. (1994). Published in Teaching & Teacher Education, Vol. 10, No. 6, pp. 589-599.
Recent research in teacher cognition has shown that concept maps, or ordered trees, are sensitive to differences in teacher experience and to change resulting from participation in academic courses. In the current study, we examined the usefulness of concept maps for detecting differences in kindergarten teachers' theoretical orientation (whole language versus phonics), and we assessed the stability of their concept maps over time. Both the structure and content of teachers' concept maps were examined at three times across an academic year. Results revealed that content but not structure measures differentiated whole language from phonics teachers. Specifically, whole language teachers generated more nodes related to child affect and individual differences between children. Teachers' maps were quite stable structurally and moderately stable in terms of content. The results suggest that concept maps are useful as a measure of theoretical orientation and that both structure and content of concept maps should be considered in studies using the ordered tree technique. Directions for future research are discussed.
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Attitudes Toward Computers and Computer Use: The Issue of Gender (1994)
Colin H. Sacks, Yolanda Bellisimo and John MergendollerSummary [close]Sacks, C.H., Bellisimo, Y., Mergendoller, J.R. (Winter 1993-94). Published in the Journal of Research on Computing in Education, Vol. 26 No. 2, pp. 256-269.
This study examined the relationship between alternative high school students' attitudes toward computers and computer use over a four-month period. Students' experience with computers was minimal at the onset of the study. Computers were used primarily for word processing and computer use was tracked using an internal tracking system.
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