The Educational Technology Center of Florida State University developed a new model for the Selection of Media for Instruction, based on the R. M. Gagne's Theory of Instruction (Reiser & Gagne, 1983). This model is an integration of the research findigs that the Center conducted for several years. The purposes of this article are: (1) to introduce the new model by Reiser & Gagne, which has been developed in order to select instructional events that can be occured only by using media; (2) to discuss how various factors related to the selection of media for instruction are explained; (3) to clarify that the results of both the theory of development of systematic design and the one of instruction are very important for instruction in classes, as well as practical factors, such as cost or media characteristics. Among many research activities on educational technology, few research results are practical and are useful for teachers or those who have developed instructional curricula. The new model by Reiser & Gagne has an important meaning in the sense that in reformed the Gagne's proceeding theory into the one which can be realised.

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Professor Dr. Wolfgang Klafki, an educational researcher of West Germany, advocated about 25 years ago the concept of "Doppelseitige Erschliessung", which means a phenomenon of teaching and learning in which teachers can teach learners the principles of ways of learning on the one side while learners can gain the abilities of the ways of learning on the other side. This philosophical German term means a two-sided cultivation between teachers and learners. It is the considerable component of instructional theory and one of the elements which should be taught in the academic area of instructional research on the basis of the students' experiences of actual instruction in primary or secondary schools. It is, however, very difficult for all of the students attending the lecture or the seminar of teachers' college to visit one of the schools and teach the learners in classrooms because it takes too much time for the students to make preparations for their own teaching and it is very difficult to adjust the curricula of primary or secondary schools to those of colleges so that the students can teach the learners in schools and have their practical experiences of "Doppelseitige Erschliessung". So it is neccessary for the students to use an instructional simulation in place of the actual instruction in schools. I made an instructional simulator by means of which they could have their personal simulated experiences of remedial instruction as junior high school teachers who would instruct learners in a calculation of addition and subtraction of plus and minus quantities. Here is used a microcomputer as a simulator for remedial instruction. The instructional simulation is composed of several steps as follows. 1. A student teacher puts some questions on a numerical calculation to learners enrolled in the microcomputer by means of a screen display and a keyboard. 2. The questions are answered by the learners, the model of whose abilities to answer has been programmed in the microcomputer. 3. The student teacher has to select those leaners who make errors in calculation, looking at their answers printed out. 4. He must, then, indicate to the learners in terms of a keyboard what errors they make in calculation. 5. And he must explain in the same way, that is, in terms of a keyboard how they should correct their errors in calculation. 6. The ability level of each learner making errors in calculation will raise if both of the indication and the explanation of the student teacher are suitable. I consider this simulator as one of the teaching aids used in the lecture or the seminar of teachers' college. In future I will make other type of simulator by means of which the students could have their personal simulated experiences of remedial instruction not only in numerical calculation but also in pattern recognition.

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The Purpose of this research was to analyze how the objectives which the producer had were reflected in the content, construction and representation techniques of the program he made and to evaluate to what extent students could understand it. In order to clarify the objectives of the program adopted in this research a brief interview was held with the producer beforehand. The measurement tools were a pre-test, a post-test (both of them developed by our research members) and a response analyzer. The TV program used in this research was "Living things in the tidepool" which was broadcast on June 5th in 1984. (NHK) The main results were as follows. (1) According to the producer, the most important objective of the program was "understanding of the program as a whole" or "understanding of how living things in the tidepool adapt to their environment. "Analyzing the test results, it was found to be almost achieved. (2) The test scores in relation to factual knowledge were low. But the memorization of facts was not an objective of the program. So this result is not thought to be the evidence of the program's fault. (3) There were two special representation techniques used in the program. They were effective in terms of arousing affective response of the students. (4) There was no difference in the degree of understanding of the program between the two grades (6th-9th). Furthermore, there was little difference between the teachers and the students. This is a desired outcome of the program of this kind. (5) The results of the response analyzer showed that there was a main difference between the cognitive and affective response pattern of the students and the importance response pattern of the teachers. By this, it could be said that the teachers and the students, both receivers of the same program, tend to be differently affected by the program depending on whether the purpose to watch it is the preparation for instruction or the learning of new information. The conclusion is that the program evaluated in this research was effective in terms of the attainment of the producer's objectives.

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Back Ground Classroom processes can be thought of as communication processes. In everyday classroom, communication between teachers and children plays an important role. For the past two decades, researchers on classroom processes, specifically on teacher-student communication processes have investigated the relationship between teacher behavior and student achievement. These researchers have attempted to determine what teaching behaviors are most effective for enhancing the achievment of students. On the basis of this research, Gage (1978), Good (1979) and Rosenshine (1979) have suggested that direct instruction is the most effective approach for facilitating the mathematics achievement and reading achievement of elementary school students. In contrast, research using an Aptitude-Treatment interaction approach has suggested that the effectiveness of direct instruction depends on differences in student's aptitudes. (Peterson, 1979; Peterson & Janichi, 1979, Janichi & Peterson, 1981) Furthermore, Good (1979) and other researchers remarked that the series of these researches have neglected the effect on children's attitude and suggested that there exists a necessity to examine this problem in wider framework. Purpose This paper examined the effect of teaching behavior or children's cognitive and affective components in terms of their aptitude and the treatment they were given. The following hypotheses were to be tested. Hypothesis 1 : Children of external control show more positive cognition toward dircet instructional behavior than children of internal control do. Hypothesis 2 : Children of external control show more positive affect toward direct instructional behavior than children of internal control do. Method To test the hypotheses above, an experimental research was conducted on both direct instruction and open classroom. In as much as open classroom is considered to be the opposite curricular mode to direct instruction, it is predicted that the result will be contrary to the hypotheses, and thus giving more concrete evidence for the hypotheses. (direct instruction) 1) Subjects and date of administration Thirty-nine third-grade students (21 males and 18 females) in an elementary school in Yokohama city. November 9th, 1983. 2) Procedure The teacher was given enough explanation about the experiment before it being conducted. She was given the manual along with the instructions to read it, and several meetings were held with her to respond to questions that she had about the meaning of certain teaching behaviors and to react to any difficulties that she might have. In the experiment she covered two units in twenty hours altogether from the end of September to the beginning of November. 3) Matters to be measured (1)Sex (2) Number of Juku school attending (3) Locus of control (4) Cognitive component of attitude (5) Affective component of attitude (open classroom) 1) Subjects and date of administration The same subjects were used as in the experiment on direct instruction. November 24th, 1983. 2) Procedure Personal learning was employed, each student determining his/her own goal in accordance with his/her ability and attaining it without any instruction by the teacher. The unit was to be covered in six hours. 3) Matters to be measured The same matters were measured as in the experiment on direct instruction. Results and Discussion Contrary to the expectation, both hypothesis 1 and 2 , as a whole, were not supported enough by the results of this experiment. Hypothesis 1 : In the case of direct instruction, more of the students showed positive cognition to the teachers behavior regardless of locus of control, while more of them showed negative cognition when treated with the open classroom. That the students at their age tend to consider teacher's direct instruction more preferable or necessary could be a possible explanation of the result.

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