Reading Classroom Explorer: 
Papers, Conference Presentations & Reports

RCE Papers

  • Hughes, J. E., B. W. Packard, & Pearson, P.D. (2000). The role of hypermedia cases on preservice teachers’ views of reading instruction. Action in Teacher Education 22(2a): 24-38.

    We examine the impact of Reading Classroom Explorer (RCE), a video-based hypermedia tool, on preservice students’ reasoning, specifically upon the ways in which they are able to use evidence to support claims about teaching reading in course papers. In this study, RCE was an integral part of a preservice methods course and one resource, of many, that was available to consider when writing about literacy issues. Our study indicates that preservice teachers use the video cases in RCE as an information resource, much like books they read, lectures they hear in courses, or observations they make. Students used RCE to varying degrees, including investing in, complying with, or resisting the technology. In course papers, “Investors” and “Compliers” engaged in cross-case analysis and constructed well-supported arguments; “Resisters” used a serial school-by-school analysis and less cohesive arguments. Future research will investigate the impact of RCE in collaborative settings and when ample time is provided for students’ exploration and inquiry.

  • Hughes, J. E., Packard, B. W., & Pearson, P. D. (1999). The role of hypermedia cases on preservice teachers' views of reading instruction (Report 3-005). Ann Arbor, MI: Center for the Improvement of Early Reading Achievement (CIERA).  

    In this paper, Hughes, Packard, and Pearson ask how the use of Reading Classroom Explorer (a hypermedia learning environment which they developed) influences beginning teachers’ thinking about reading issues. Information was gathered on 14 participants (all post-BA students) in a reading education course which included use of RCE. Students’ course papers were analyzed, statement by statement, to identify claims, questions, interpretations, and summaries in relation to RCE content. Participants were clustered into three groups, reflecting the degree to which they used RCE in their course papers: investors (high use of RCE, even when not required in an assignment); compliers (use of RCE when required to do so for an assignment); resisters (low use of RCE). The course papers were evidence, Hughes et al. argue, that involvement in an interactive learning environment such as RCE increases beginning teachers’ awareness of multiple perspectives and approaches to teaching reading. However, Hughes et al. caution that the long-term impact on these teachers’ classroom practice has yet to be established.

  • Hughes, J.E., Packard, B.W. & Pearson, P.D. (1998). Reading Classroom Explorer: Navigating and conceptualizing a hypermedia learning environment [http://www.readingonline.org/research/explorer/]: Reading Online.

    In this article, we describe the development and pilot testing of the Reading Classroom Explorer, a hypermedia environment designed to help preservice teachers learn how to teach reading. The Explorer uses video clips based on the teaching practices of six exemplary teachers of reading and are made accessible to a user through a three-tiered search engine. In this pilot study, several education students used the Explorer to complete tasks (using the think-aloud method) and also participated in an interview. We were able to identify a range of metaphors for how participants construed the Explorer as a learning environment, navigational strategies the participants used, and suggestions for how the design of the Explorer could be improved to support preservice teacher learning. This multimedia article provides access to the video and audio clips to fully engage the reader in the participants' experiences with Explorer and the development process.

  • Ferdig, R.E., Hughes, J.E., Packard, B.W. & Pearson, P.D. (Spring, 1998). Expanding resources for teacher education: The Reading Classroom Explorer. Journal of Reading Education, 23 (4), 30-31.

    In this article, we will (a) share some of the limitations preservice teachers have found in their teacher training, (b) introduce The Reading Classroom Explorer (RCE), a resource for preservice teachers who are learning about reading and writing instruction, and (c) highlight the benefits RCE provides for teacher education.

  • Hughes, J. E., B. W. Packard, & Pearson, P.D. (1997). Reading Classroom Explorer: Visiting classrooms via hypermedia. Inquiries in literacy theory and practice. C. K. Kinzer, K. A. Hinchman and D. J. Leu. Chicago, National Reading Conference. 46: 494-506.

    Reports research that examined the extent to which students see RCE as a viable learning environment. This inquiry indicated participants held diverse views about RCE’s purpose as a learning environment and discovered an interesting, if wide-ranging, set of approaches for navigating our hypermedia environment.

RCE Papers (Unpublished)

  • Hughes, J.E. (2000). Exploring the role of scaffolding when learning from hypertext: Case of Karen, an individual RCE distance learner. National Reading Conference, Scottsdale, AZ.

    This paper explored the context of an individual learner using the Reading Classroom Explorer environment in order to understand why and when individuals might  use RCE, what resources an individual might use, and how features within RCE support an individual’s learning. An interview with the individual user was the primary data used for analysis.Karen entered the RCE environment with well-developed questions about literacy education. The independent user, like Karen, may require less scaffolding aimed at helping a learner develop an idea or inquiry to examine or even at helping the learner develop approaches to investigate. Yet, independent learners still need just the right content and structure to find material that will help answer their questions and, ultimately, learn. The brevity of the videoclips in RCE did not provide Karen with information to sustain her inquiry.Based on Karen’s feedback, it appears that many of the features within the RCE site, like the questions to ponder and the suggested articles, have the potential to scaffold students’ learning and facilitate development of discriminating and critical reading teachers. Karen did not use other features such as writing notes in her personal journal, crafting online papers, and participating in an asynchronous discussion. Karen’s case taught us that before Karen or other independent users will be able to learn to their greatest potential (through RCE using many of the RCE features), we must streamline our media structure and video content to provide adequate context for users to comprehend the video cases. Only then will they be able to engage with the materials through writing and discussion.

  • Caron, T., Oliver, S., & Hughes, J.E. (2000). Expanding the Learning Environment:  Increased Scaffolding through Hypermedia. National Reading Conference, Scottsdale, AZ.

  • Hughes, J.E., Packard, B.W., Reischl, C.H., & Pearson, P.D. (1998).Using Reading Classroom Explorer’s interactive notebook: Student-initiated inquiries in a collaborative setting. National Reading Conference, Austin, TX.

    Twenty-three practicing teachers formed ten small groups and initiated an inquiry about literacy using resources, including RCE. They wrote inquiry papers and posted them in RCE’s interactive notebook. Using a similar method used in Hughes, et al. (1999, 2000), we examined the inquiry papers and video and audio-taped presentations to unpack the ways that these students used the interactive notebook as a space for thinking, writing, and presenting. The written papers were found to have pervasive use of well-supported arguments, including claims, evidence, and interpretation (akin to the form of the “Investors” papers in Hughes et al., 1999; 2000). However, they rarely used evidence other than video material found within RCE. Analysis of the argument structure and patterns in the notebook papers, we found three broad metaphorical categories that captured the way in which the authors organized their thoughts and invited us, as readers, to enter into their presentation.  Several had the look and feel of formal papers; they were situated in professional context, written in third person, and presented the question, claims, and evidence. Others were more like personal narratives; they were situated in personal context, written in first person, included extended documentation of the development of the inquiry question, then claims and evidence, and finally, a connection to themselves, as practitioners. Still others reminded us of think-alouds in which the authors shared a stream-of-consciousness relay of the authors’ development of their inquiry question and journey through the RCE environment.

  • Packard, B. W., Hughes, J.E., & Pearson, P.D. (1998). The durability of electronically-encountered images of literacy instruction. National Reading Conference, Austin, TX.

    This research studied the “durability” of RCE images. We found that RCE images were durable over a year-long internship. RCE images were more explicitly durable in cases where students were enthusiastic about RCE content and (a) did not see their collaborating teachers as models of exemplary teaching or as supporting their reform-minded philosophies during their internships or (b) likened their collaborating teachers to the exemplary models in RCE. In addition, RCE images were more tacitly durable in cases where students had rich experiences with collaborating teaching in their internships and saw RCE as playing a more foundational role earlier on in their education.

    RCE Conference Presentations

    CIERA Summer Instutute 2000

    Webnet 98 (Orlando, Florida)

    NRC 98 (Austin, Texas)

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