This case study provides a description of student interaction and participation within a computer-mediated environment in an experimental offering of a plant science lab course. Based on structured classroom observation, interviews, and surveys with students and teachers this study examines 1) how a CMC pattern of discourse differs from a face-to-face pattern of discussion in a class setting; 2) whether students participating in a CMC activity produce a discourse that reflects the level of thinking and sharing of ideas desired by the instructor; and 3) how the computer-based interface facilitates and/or inhibits communication between students. This study shows that the CMC-based activities offers an alternative pattern of interaction which differs from the face-to-face pattern in some, but not all ways. The CMC discourse encourages experimentation, sharing of early ideas, increased and more distributed participation, and collaborative thinking. However, for some students the CMC activities are confusing and inhibiting because of the lack of social cues and multiple threads of simultaneous topics—the same features that appeal to other students. Successful use of CMC activities requires a classroom social environment that encourages peer interaction. Equally important is the selection of engaging tasks that are structured enough to diminish confusion but still allow spontaneity and experimentation. Teachers also need to find ways to directly link the CMC discussions to prior and upcoming learning activities so that students will see the value in creating a discourse that they will want to refer to and use in other class activities.

The No Child Left Behind Act of 2001 established foreign languages as a core curricular content area; however, instructional emphasis continues to be placed on curricular areas that factor into state educational accountability programs. The present study explored whether foreign language study of first‐year Grade 3 foreign language students who continued their foreign language study through Grade 5 in Louisiana public schools contributed to their academic achievement in curricular areas tested on the Iowa Tests of Basic Skills (ITBS) and the Louisiana Educational Assessment Program for the 21st Century (LEAP 21) test. Notable findings emerged. First, foreign language (FL) students significantly outperformed their non‐FL peers on every test (English language arts, mathematics, science, and social studies) of the Grade 4 LEAP 21. Second, the present research suggested that regardless of the test, whether the Grade 4 criterion‐referenced LEAP 21 or the Grade 5 norm‐referenced ITBS, at each grade level FL students significantly outperformed their non‐FL counterparts on language achievement tests.

We describe the first study with a home-based HIV prevention video program for parents and young teenagers. The objectives of the program are to inform parents and teenagers about the causes and prevention of HIV infection and other sexually transmitted diseases, to increase family problem-solving skills, and to increase teen problem-solving and assertiveness skills. The objectives pertain to the goals of increasing skills needed to help teenagers avoid or manage high-risk behaviors and situations. Forty-five families with at least one 12- to 14-year-old were randomly assigned to either experimental (receive video program) or control (no video) conditions in a pretest-posttest design. After 6 months (Follow-Up 1), the experimental and control families were reassessed. The control families next received the video program, and the control families were assessed again (Follow-Up 2). The results indicate increases in parent and teen knowledge and skills only with video viewing. Approaches to improving the video program, particularly with teenagers, are discussed.

As the largest university in its state, Virginia Polytechnic Institute and State University (Virginia Tech) has developed a reputation as a computer-intensive, technology-rich environment. This chapter describes the growth of this environment, the evolving relationship between technology and teaching and learning, and how assessment has recently assumed an integral role in that relationship's development.

The identification of woody plants is a foundational skill necessary for the sound management of renewable natural resources. A large amount of time and financial resources are spent providing this education. The overall objective of this project was to develop a multimedia instruction program for woody plant identification. The specific developmental objectives were to provide students a tutorial in the nomenclature used in describing woody plants, to allow self-paced study of woody plants using high-quality color images of twigs, leaves, bark, fruit, flowers, and form, and to provide immediate selfevaluation of students' progress. The program was designed using Authorware suitable for both Macintosh and Windowscompatible platforms. The program contains more than 2000 color images of characteristics for 129 species (primarily the eastern USA) of trees, shrubs, and vines, with numerous examples to demonstrate natural variation. Student response was evaluated in 1995 and 1996 after use of the program in the dendrology course at Virginia Tech. Students rated the quality of the program high and found it easy to use. Students believed the program helped them with field identification. They generally felt the program should be used as a supplement and not to replace field study.