In spring 2014 we took advantage of a parallel section of LB145 that was being taught by a different instructor, using essentially the same curriculum and instructional model, but without using Avida-ED.
If, for example, students are imitating instructors' language (cf. Nehm et al. [ 2010b]), and different instructors use different phrases to represent biological ideas, then the sample source will impact scoring-model efficacy (as we found).
The goals of this project were to develop a method for identifying forms of Instructor Talk, characterizing its prevalence, and quantifying variation between different instructors' use of Instructor Talk in their classrooms.
The inventory has seven different items relating to how the assignments are given and graded to capture beneficial details, but these do not represent additional activities by the students; they are simply necessary to capture the range of practices used by different instructors.
However, data analysis of this initial trial revealed significant differences between sections taught by different instructors (unpublished data).
We compared our course outcomes with two sections that used a traditional textbook and were taught by different instructors.
Additionally, all five classes were taught by different instructors.
Both classes lasted 30 minutes and were taught by different instructors.
Finally, the program's robustness can further be tested when taught by different instructors in future studies.
There are multiple lecture and lab sections taught by different instructors, so students generally do not have the same instructor for both lecture and lab, and students in the same lab are not necessarily enrolled in the same lecture section.
