314 results
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2. FOSTERING AND REINFORCING INNOVATIVE BEHAVIOR IN SELECTED SCHOOL PERSONNEL, A MONOGRAPH OF SELECTED PAPERS PRESENTED AT TWO INSTITUTES (TUCSON, SUMMER AND FALL, 1966).
- Author
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Southwestern Cooperative Educational Lab., Albuquerque, NM. and SMITH, DAVID WAYNE
- Abstract
PRESENTED ARE A SELECTED GROUP OF PAPERS CHOSEN FROM THOSE GIVEN AT TWO INSTITUTES ON FOSTERING AND REINFORCING INNOVATIVE BEHAVIOR IN SELECTED SCHOOL PERSONNEL. THE TOPICS PRESENTED INCLUDE--(1) THE VALUE OF RESEARCH IN THE CLASSROOM, (2) THE NECESSITY FOR TEACHERS TO BE INNOVATIVE, (3) THE FACTORS RELATED TO ACADEMIC ACHIEVEMENT, (4) THE USE OF PROGRAMED MATERIAL IN THE CLASSROOM, (5) THE NEED FOR SCHOOLS AND TEACHERS TO HAVE SPECIFIC OBJECTIVES, AND (6) THE NECESSITY FOR INNOVATION AND EVALUATION WHEN APPLYING FOR FUNDS UNDER THE ELEMENTARY AND SECONDARY EDUCATION ACT. SOME BIBLIOGRAPHICAL REFERENCES ARE INCLUDED WITH THE PAPERS. (ES)
- Published
- 1967
3. Papers for the Research Reporting Sections of the Forty-seventh Annual Meeting of the National Council of Teachers of Mathematics.
- Author
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National Council of Teachers of Mathematics, Inc., Reston, VA. and Romberg, Thomas A.
- Abstract
This publication contains sixteen abstracts of papers presented at the Research Reporting Sessions of the National Council of Teachers of Mathematics (NCTM) Annual Meeting. The investigations reported by Anthony, Creswell, Higgins, and Weise focus on curriculum and classroom innovations in the school mathematics program. Investigations by Gibbons, Pearce, Rector, and Wells relate to instruction and methods for teaching mathematical concepts. Research presented by Carry, Fey, Miller, and Vigilante is concerned with certain logical inference patterns and reasoning abilities in students. Bell and Gorth report the results of a survey of mathematics teachers with respect to current issues and a new design for evaluation in mathematics. Research on behavioral objectives for a seventh grade mathematics and for a freshman calculus course is reported by Bierden and Picard. (RP)
- Published
- 1969
4. Working Paper 3: Some Studies of Background Factors, Achievement, and Mental Health in a Nationwide Sample of Adolescent Boys. Interim Report.
- Author
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Michigan Univ., Ann Arbor. Inst. for Social Research. and Bachman, Jerald G.
- Abstract
This working paper presents six analyses first reported at the annual convention of the American Psychological Association, August 31, 1968. Most of the individual chapters were written independently. All are, however, concerned with the Youth in Transition Project, a nationwide longitudinal study of adolescent boys. The five chapters presenting findings are all based on the initial cross-sectional data collection. The analyses include: (1) the design and sample for a nationwide longitudinal study of adolescent boys; (2) the development of a summary measure of socio-economic status; (3) intellectual aptitudes and abilities: (a) relationship to selected criteria, and (b) environmental factors and racial differences in test performance; (4) a preliminary investigation of status inconsistency effects; (5) dimensions of adjustment in adolescent boys: Negro-white comparisons; and (6) achievement motivation, grades, and instrumentality. (IM)
- Published
- 1968
5. Evaluating the Attainment of Objectives in Adult Education: Process, Properties, Problems, Prospects. Occasional Papers Number 38.
- Author
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Syracuse Univ., NY. Publications Program in Continuing Education., Syracuse Univ., NY. ERIC Clearinghouse on Adult Education., Steele, Sara M., and Brack, Robert E.
- Abstract
In adult education, there are seven essential activities if evaluation is to have maximum use: understanding, specifying, describing, comparing, judging, valuing, and influencing. It is also necessary to understand the objectives being evaluated--their level (agency, program, project or course, and/or instructional) and kind (output objectives or objectives which help secure output); their characteristics (results of decisions, discriminatory, predictive, pluralistic, realistic, etc.). Objectives must also be understood as a system or parts of a system (content, behavior, and experience) and as having a role and function in programing (relationship to program purpose, source of the objectives and degree of commitment, meaning of objectives to those involved, guide or contract, etc.). The main problem in evaluation is getting good objectives written and used effectively in programing because of failure to deal with objectives as decision-making or failure to adjust concepts to overcome erroneous assumptions. The prospects for evaluating the attainment of objectives as a tool in programing depend upon adult educators building a concept of objectives and their use which is adjustable in adult education situations. (A fourteen-page bibliography accompanies the monograph.) (AG)
- Published
- 1973
6. Research Review Series, Science Paper 3. A Summary of Research in Science Education for the Years of 1965-67, College Level.
- Author
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ERIC Information Analysis Center for Science Education, Columbus, OH., Montean, John, and Butzow, John
- Abstract
This review of research related to college and university science teaching and learning is based upon reports published from 1965 through 1967 and contained in the collection of the ERIC Information Analysis Center for Science, Mathematics, and Environmental Education. The 77 studies are abstracted under the following headings, with a short summary of the major generalizations made for each section: Instructional Procedures; Teacher Education; Equipment and Materials; Curriculum; Achievement; Science and Society; Administration and Supervision; Evaluation and Educational Objectives; and Teacher and Student Characteristics. A general summary comments upon weaknesses found in the research, identifies areas that need additional research, and comments on the lack of relationship between college courses and the secondary school science courses that students have taken. The bibliography includes ordering information for those studies cited that are available from the ERIC Document Reproduction Service. (AL)
- Published
- 1970
7. Family Socialization and Educational Achievement in Two Cultures: Mexican-American and Anglo-American. Working Paper No. 58.
- Author
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Purdue Univ., Lafayette, IN. Inst. for the Study of Social Change., Anderson, James G., and Evans, Francis B.
- Abstract
The study has examined variations in family socialization practices among Anglo-Americans and Mexican-Americans and the effect of these practices on achievement values, self-concept, and educational achievement. Data were collected and analyzed on 102 junior high school students and their families. Factor analysis techniques and Guttmen Scaling were used to generate a series of measures that describe the achievement training and independence training that the child experiences in the home, his self concept, and achievement value orientations. The Mexican-Americans studied apparently experienced much less independence training than did their Anglo peers. Mexican-American boys in particular were granted little autonomy in decision making; had little confidence in their ability to succeed in school, and were fatalistic about the future despite the high level of achievement training to which they are exposed in the home. Results suggest that direct attempts to encourage greater academic effort on the part of the student may actually inhibit academic performance. In contrast, parental independence training results in significant gains in achievement among both groups. This is accomplished by increasing the student's confidence in coping with his physical and social environment, especially with the classroom situation where students are expected to perform independently. (Author/JMB)
- Published
- 1973
8. Goal Setting: Review of the Literature and Implications for Future Research. Working Paper Number 47. Report from the Project on Variables and Processes in Cognitive Learning.
- Author
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Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning. and Gaa, John P.
- Abstract
Laboratory research and initial studies of the effects of goal setting in the classroom indicate that goal setting increases achievement. Thus, goal setting may prove to be an effective motivational technique for use in the schools. Goal setting, however, is influenced by many factors such as knowledge of results, explicitness of goals, difficulty of goals, origin of goals, and monetary incentives. Research concerning the effects of these factors is reviewed to provide a basis for the development of classroom goal setting procedures. Classroom studies dealing with conferences and with goal setting are also summarized. Suggestions are provided for research to delineate the effects of goal setting variables in the classroom and for formative evaluations of goal setting procedures. (Author)
- Published
- 1970
9. A Reanalysis of the Need to Achieve and Its Relationship to Education. Theoretical Paper No. 42.
- Author
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Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning. and Marliave, Richard
- Abstract
A review of the literature indicates that measures of the McClelland-Atkinson need-Achievement (nAch) construct are weak in terms of both reliability and validity. The most serious weakness of the model's validity is the lack of evidence for the hypothesized positive relationship between nAch and performance. In addition, the inverse relationship between the probability of success and the incentive value of success is not supported. The nAch model is shown to be closely related to expectancy theory. The success of the nAch construct in predicting risk preference is explained with an analysis of the information obtainable by attempting tasks of different probabilities of success. Moderate risks are shown to offer maximum information, whereas tasks of high or low risk offer minimum information. Hence, what has been termed "need Achievement" is reconceptualized as the willingness to seek information about one's own performance capacity. This, in turn, is related to processes of social comparison. Information on academic performance must be presented in such a way as to minimize threats to the student's self-esteem. The analysis is related specifically to individualization of instruction and integration of classrooms. (Author)
- Published
- 1973
10. Science Education Information Reports: Research Review Series--Science Paper 1. A Summary of Research in Science Education for the Years 1965-67, Secondary Level.
- Author
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ERIC Information Analysis Center for Science Education, Columbus, OH. and Westmeyer, Paul
- Abstract
This report presents a summary of research in science education at the secondary level during the years 1965-1967. The report is organized around the findings of investigations in several areas, including teacher education, teacher and student characteristics, evaluation and educational objectives, instructional procedures and classroom organization, programed instruction, achievement, attitudes and interests, the culturally disadvantaged, science and society, and the administration of science programs. Science education researchers are provided with (1) background information for their own studies, (2) sources of material, (3) ideas for aspects of science education which should be investigated, and (4) opinions which might be relevant to their professional efforts. The bibliography of 183 documents lists both the documents included in the text of the review and other documents analyzed but not included in the review. (LC)
- Published
- 1969
11. Achievement Motivation Training for Potential High School Dropouts. Achievement Motivation Development Project Working Paper Number 4.
- Author
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Harvard Univ., Cambridge, MA. Graduate School of Education. and McClelland, David C.
- Abstract
This pilot project sought to determine if instruction in achievement motivation would help potential dropouts to complete their schooling. Subjects were tenth grade students in a suburban Boston high school. A one-week residential course during winter and spring vacations was taken by one group of six boys and a second group of four. Equated matched control groups were set up. Course content consisted of learning about the achievement syndrome, exercises in self-study, planning future activities, and learning individual responsibility from group living. Findings show that fully trained boys (those who remained in the course for the full five days) had improved academic performance and better attitudes toward school. On the whole, however, the results are said to be inconclusive. The project gains significance largely because the study is one of the very few which show that intervention can produce a significant improvement in "hard core" problem boys. (NH)
- Published
- 1968
12. [Progress and achievements in the development of the method of paper chromatography].
- Author
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OPIENSKA-BLAUTH J
- Subjects
- Humans, Achievement, Chromatography, Chromatography, Paper
- Published
- 1954
13. BACKGROUND PAPER ON DROPOUTS AND YOUTH EMPLOYMENT.
- Abstract
EMPLOYMENT PROSPECTS OF SCHOOL DROPOUTS ARE SIGNIFICANTLY LOWER THAN FOR HIGH SCHOOL GRADUATES. REASONS FOR DROPPING OUT OF SCHOOL AS DETERMINED FROM TEACHERS, DROPOUTS, AND RECORDS INCLUDE LOW ACADEMIC APTITUDE, RETARDED EMOTIONAL MATURITY AND SOCIAL ADJUSTMENT, LACK OF INTEREST, ECONOMIC REASONS, AND MARRIAGE AND PREGNANCY. ON THE AVERAGE, DROPOUTS ARE RATED AT THE LOWER END OF INTELLIGENCE SCALE AND SCORE LOWER IN SCHOOL ACHIEVEMENT. CHARACTERISTICS OF POTENTIAL DROPOUTS INCLUDE FAILURE TO ACHIEVE IN REGULAR SCHOOL WORK, AN AGE OF 16 YEARS OR MORE, OW READING ABILITY, GRADE LEVEL PLACEMENT 2 OR MORE YEARS BELOW AVERAGE FOR GRADE, IRREGULAR ATTENDANCE, AND FREQUENT TARDINESS. THE POTENTIAL DROPOUT CAN BE DESCRIBED AND IDENTIFIED WITH A FAIR DEGREE OF ACCURACY AT LEAST 5 YEARS BEFORE THE DROPOUT OCCURS. THE NUMBER OF DROPOUTS CAN BE REDUCED BY APPROPRIATELY DESIGNED SCHOOL-COMMUNITY PROGRAMS. SUCCESSFUL PROGRAMS USUALLY INCLUDE--A COMMUNITY-WIDE EFFORT INVOLVING SCHOOL, STUDENTS, PARENTS, AND WELFARE AGENTS, DIRECT CONTACT AND INVOLVEMENT OF PARENTS, A LONG-RANGE PROGRAM BEGINNING IN THE ELEMENTARY SCHOOL AND CONTINUING THROUGH THE SECONDARY SCHOOL, FLEXIBLE PROGRAMS TO MEET NEEDS OF THE POTENTIAL DROPOUT, A HIGHER THAN NORMAL RATIO OF INSTRUCTIONAL STAFF, A FULLY STAFFED PUPIL PERSONNEL TEAM WHICH INCLUDES COUNSELORS, PSYCHOLOGISTS, SOCIAL WORKERS, AND HEALTH WORKERS, PROVISIONS FOR WORK EXPERIENCES, AND A CONCENTRATED EFFORT TO DEVELOP THE VALUES AND ATTITUDES FROM WHICH THE STUDENT DERIVES THE MOTIVATION TO STAY IN SCHOOL AND PREPARE FOR WORK. OFFICE OF EDUCATION PROGRAMS AND ACTIVITIES RELATED TO SCHOOL DROPOUTS AND YOUTH EMPLOYMENT INCLUDE GRANT-IN-AID AND CONTRACT PROGRAMS, PROFESSIONAL PROGRAMS AND PROFESSIONAL LEADERSHIP AND SERVICES. OTHER AGENCIES HAVE SPONSORED PROGRAMS AND ACTIVITIES RELATED TO THE HOLDING POWER OF SCHOOLS, RECLAMATION OF DROPOUTS, AND YOUTH EMPLOYMENT.
- Published
- 1963
14. Affective Factors in Mathematics Learning: Comments on a Paper by Neale and a Plan for Research
- Author
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Aiken, Lewis R.
- Abstract
Alternate hypotheses are given for Neale's findings that attitudes toward mathematics have little effect on achievement. A schemata of proposed research on affective factors in mathematics learning is presented. (JG)
- Published
- 1970
15. Letter: Comments on the Hetherington paper.
- Author
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Henry FM
- Subjects
- Humans, Research Design, Statistics as Topic, Achievement, Physical Exertion
- Published
- 1973
16. The Engagement of Achievement-Related Motives: Achievement Arousal vs. Contingent Future Orientation.
- Author
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Raynor, Joel O.
- Abstract
The author reviews research which examines a specific aspect of achievement arousal concerning the variable, "self-importance" of immediate activity. It also examines the relationship between "self-importance" and "future-importance"--that is, the extent to which possession of a certain personality attribute is believed necessary for achieving future goals. The author raises the question of whether the accentuation of characteristic effects of achievement related motives previously attributed to contingent future orientation is produced instead by contingent self-evaluation. Several as yet unpublished investigations into this area conclude that: (1) the effects of contingent self-evaluation (or self-importance, of immediate activity) are similar to those of contingent future orientation; and (2) when research views both effects of self- and future-importance simultaneously, both dimensions of motivational arousal are found to produce the greatest engagement of achievement-related motives. A study by Blumenfeld et. al. (1974) is cited as a basis for these later investigations, as is an unpublished study by Raynor and Mitchell (1974) which explores the joint effects of future- and self-importance on grades obtained in an introductory psychology course. Data tables and a bibliography are appended. (Author/CJ)
- Published
- 1974
17. Factors Affecting the Measurement of 'Self-Esteem and Achievement of Inner-City Afro-American College Students.'
- Author
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Daly, Jeanne
- Abstract
This report presents results of a study which investigated the variable self-esteem and its relationship to achievement of inner-city college students, socioeconomic and aspirational factors, and attitudes toward teachers, school, and self. The experimental group consisted of 39 "high risk" students, 38 of whom were black; all were enrolled for placement in an intensive education program (IEP). The control group consisted of 63 subjects who were not considered "high-risk," the ratio of which was 30 percent black. A comparison of mean gain in self-esteem at the end of 40 weeks of school showed a gain of .29 for the control group and a gain of 9.42 (significant at .01) for the IEP group. It was hypothesized that the rise in self-esteem scores for the IEP group resulted from participation in the IEP program rather than from college attendance per se. Speculation is made by the author on reasons why the initial self-esteem scores of the IEP subjects were so low, and important conclusions were drawn from the data concerning overall results of higher self-esteem in black students. Recommendations for further research are discussed. (Author/PC)
- Published
- 1974
18. Aspirations of Chicano Youth from the Texas Border Region: A Metropolitan-Nonmetropolitan Comparison.
- Author
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Texas A and M Univ., College Station. Texas Agricultural Experiment Station., ERIC Clearinghouse on Rural Education and Small Schools, Las Cruces, NM., Kuvlesky, William P., and Venegas, Moises
- Abstract
The document tested the level of generalization of a recent conclusion from past research (see ED075156) on nonmetropolitan (NM) south and southwest Texas Mexican American teenagers: that these youths have predominantly high and strong status aspirations and expectations. Earlier findings on NM Mexican American youth supported Merton's thesis that all types of youth have high aspirations for upward social mobility. This questioned much of the speculative assertion that Mexican Americans suffered impediments to social mobility due to low achievement aspirations derived from the patterns of values and beliefs linked to their subculture. Data were gathered from 2 separate studies of Texas Mexican American youth completed in the past 6 years: a 1967 study of NM youth in south Texas (Kuvlesky, Wright, and Juarez, 1971) and a study of El Paso youth (Venegas, 1973). Differences between NM and metropolitan (M) respondents were found to be statistically significant for both boys and girls relative to specific educational and occupational status projections types for both aspirations and expectations. In addition, statistically significant differences existed between the 2 samples of Mexican American youth in reference to intensity of education aspiration and certainty of attainment of expected occupational attainment. Statistical data is presented in 12 tables. (KM)
- Published
- 1974
19. A Comparison of Two Practice Patterns Used for the Development of Skills in Writing Shorthand Dictation.
- Author
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Dye, J. Lee
- Abstract
The major purpose of this study was to ascertain whether two patterns of writing practice dictation would produce different results in the development of shorthand writing achievement of Gregg Shorthand, Diamond Jubilee. The findings indicated that the rate pattern does not appear to affect the level of achievement in writing shorthand from dictation; therefore, shorthand teachers should have no hesitation in using the faster practice pattern. Teachers should endeavor to assist students to set realistic goals that will permit continuous periods of success in writing shorthand from dictation. (Author)
- Published
- 1974
20. Treatment, Time, and Achievement: Do Searching Modes of Study Facilitate Learning?
- Author
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Rice, Marion J.
- Abstract
This report is a synthesis of five research studies comparing the facilitative effects on learning of searching and reception modes of study. The following five studies are discussed: (1) J.R. Dale, the effects on achievement of using the forced inferential response mode in an intermediate grade population-geography unit; (2) D.D. Dumbleton, the effects of guided inquiry and expository materials on cognitive learning, retention, and transfer in a social studies unit for secondary level students; (3) R.P. Fishburne, a comparison of a programmed and a non-programmed text on evolution for the fifth grade; (4) J.C. Pelletti, the effects of graphic roles on learning geography materials in the middle grades; and (5) F. Thomas, the use of programmed instruction for teaching anthropology in the fifth grade. The results of the studies show no significant difference in favor of reception over searching modes. Searching modes, however, are comparatively inefficient when time is a measured variable. The report suggests the need for more systematic research of teaching techniques in social studies which involve the examination of many variables such as learning task, and pupil and teacher aptitude and attitude. Also included is an historical explanation of the popularity of inquiry. (Author/RM)
- Published
- 1974
21. Classroom Correlates of Neurological 'Soft Signs'.
- Author
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Hartlage, Patricia L. and Hartlage, Lawrence C.
- Abstract
This study investigated the relationships between 19 neurological abnormalities in school children and measures of school performance in reading, math, and nonacademic classroom behaviors. The sample of 45 children was given a standardized achievement test and the Draw-a-Person instrument to obtain academic variables. Nonacademic behaviors included quantified teacher ratings on a five-point scale of 12 variables including attention span, following directions, working hard for approval, emotional control, peer popularity, and friendliness. Results from the correlations identified the neurological "soft signs" most consistently related to academic/intellectual measures; these included combined hand, foot, and eye dominance, and tongue dysdiadochokinesia. Measures least related to academic performance involved both hand and feet tapping speed and bilateral hand tremor. Causal effect analysis of the findings suggest that "Neurological impairment" does not represent any sort of entity with specific educational relevance, and raises the possibility that further study of the relationship between neurologic variables and their relevance for educational planning may be a direction worthy of additional exploration. (Author/PC)
- Published
- 1974
22. Mastery Learning and Geography; Effects upon Achievement, Retention, and Time-to-Completion.
- Author
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Jones, F. Geoffrey
- Abstract
This study compares self-instructional mastery and nonmastery treatments of a specially developed geography unit to determine if there were differences in learning, retention, and time-to-testing of high, middle, and low aptitude students. Mastery learning is an alternative which gives lower performing students the necessary additional time to learn while the progress of the higher aptitude student is retarded by withholding of additional learning tasks. Twenty grade 7 classes from Savannah-Chatham County School District, Georgia, were chosen as the experimental population. Mastery and nonmastery units were randomly assigned to classes in each school. Tests were administered to measure the students' learning and retention of the content materials. The results indicated that high and middle aptitude self-instructional mastery treatment students retained more than high and middle aptitude nonmastery students. Middle aptitude mastery students learned more than middle aptitude nonmastery students. There was no difference between learning and retention for low aptitude students across treatments. Therefore, the differences between aptitude levels were increased rather than diminished when self-instructional mastery units were used. The educational implications were that mastery treatment facilitated superior achievement at the price of less work covered in the time period, and that mastery treatment for low aptitude students could be effective only with close and careful teacher feedback instead of self-instruction. (DE)
- Published
- 1974
23. The Credit Hour: An Anachronism.
- Author
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Vargas, Ernest A.
- Abstract
The value of the credit hour as a measure of performance of students, faculty, and organizations in higher education was examined. Testing the hypothesis that work time effort and designated repertoire are equal for a given credit across all students, student work time was examined in an individualized instructional system. Large differences were found in the time required by 500 different students. Implications of the data for higher education are discussed and a proposal made for redefining the credit hour from an input measure to one of output. (Author/PF)
- Published
- 1974
24. Achievement vs. Learning: Needed Distinctions?
- Author
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Rosenbach, John H.
- Abstract
Since at least 1897, educational researchers have reported, with great frequency, "no significant differences" with respect to studies investigating the effects on educational outcomes of various treatments, suggesting that many educational variables are relatively impotent. A possible reason for at least many of the no-difference findings may lie in the nature of the criteria and especially in the use of standardized achievement tests as criterion measures. Oftentimes implicit in the use of such tests are the assumptions that learning and achievement are equivalent concepts and that achievement is modifiable through instruction. Given that educational research findings are now being used as a basis for formulating state and national policies, it becomes increasingly important that greater attention be given to exploring why so many studies report no-differences. Therefore it is suggested that (1) the distinctions between achievement and intelligence, if any, be clarified, (2) efforts be made to develop instruments which are capable of detecting unique contributions to the school (primarily instruction) to changes in the students, and (3) attempts be made to understand both the similarities and differences between the concepts of learning and achievement. (Author/RC)
- Published
- 1973
25. [Progress and achievements in the development of the method of paper chromatography]
- Author
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J, OPIENSKA-BLAUTH
- Subjects
Chromatography ,Chromatography, Paper ,Humans ,Achievement - Published
- 1954
26. The Self-Fulfilling Prophecy: An Adaptation.
- Author
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Hecht, Michael and Strum, Irene
- Abstract
To study the effect of motivating statements on the achievement of young children, a group of 52 first grade boys and girls was randomly divided into two groups. The experimental group was assigned a verbal task and given positive motivation on their ability to accomplish the task. The control group was merely given the assignment. Results of the t test indicated significantly higher task performances among the experimental group (p<05). These differences remained significant when studied separately for boys and girls, respectively. (Author/MS)
- Published
- 1974
27. Planning for the Evaluation of the PLATO Computer-Based Instructional System: Attitudinal and Performance Evaluation in the Elementary Schools.
- Author
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Breland, Hunter M.
- Abstract
The planning for the evaluation of achievement and attitudes in Programmed Logic for Automatic Operations (PLATO) elementary school reading and math programs is discussed. To measure the achievement of the students in the program, standardized tests will be used along with special tests custom-tailored to the PLATO reading and math programs. Pupils will also be observed on a one-to-one basis. To assess the students' attitudes toward the program, group tests will be administered as a background to a more direct approach of asking individual children a standard set of questions about their feelings toward the program. Finally, in the evaluation of the PLATO program there is no control group. However, there is a need to observe the differences that occur in a naturalistic setting. Consequently, four types of comparisons among different groups are planned, and it is believed that arguments concerning the effects of PLATO can be constructed. (Author/MLP)
- Published
- 1974
28. The Applicability of Item Sampling to the Monitoring of Resourcefulness.
- Author
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Braverman, Barbara
- Abstract
The usefulness of item sampling with unobtrusive measures and observational data is demonstrated. Particular emphasis is given to the question: Is item sampling appropriate for estimating the differences between means as well as the means themselves? A descriptive analysis is made of one aspect of a junior high school curriculum. Twenty four students were administered nine items from the "Resourcefulness Test" on three occasions. Item samples were then generated a posteriori from each 24 x 9 matrix, using balanced incomplete block design. Difference scores were examined. A description of student performance on each item across occasions constituted the curriculum evaluation, or monitoring part of the study. The results show that item sampling appears to be an effective technique for monitoring unobtrusive measures and observational data. (Author/BB)
- Published
- 1974
29. [Population Education: Curriculum Development and Materials for Teacher Education.]
- Author
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United Nations Educational, Scientific, and Cultural Organization, Bangkok (Thailand). Regional Office for Education in Asia and Oceania. and Paik, Hyun Ki
- Abstract
These materials include two papers concerning population education. In the first paper, the author reports the results of a study done at West Visayas State College in the Philippines. There, seventy-five fourth-year students were divided into three groups. Group A received experimental population curriculum materials and formal instruction; group B received only the curriculum materials; and group C received neither. Based on pretest and posttest results, students in group A scored the highest. Also recorded were significant attitudinal changes in groups A and B, but no significant changes in group C. This information, plus that received from a questionnaire-checklist, provided data for the refinement of the curriculum materials. In the second paper, the author discusses the sequence of events in developing a population education program. These include the formation of goals and objectives, the formulation of a knowledge base for curriculum development, the selection of content, the incorporation of population education in the school curriculum, the education of teachers, and the preparation of instructional materials. These are done with respect to the programs of the individual nations. (MA)
- Published
- 1974
30. The Prospects of Early Education in Social Evolution.
- Author
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ERIC Clearinghouse on Early Childhood Education, Champaign, IL., Illinois Univ., Urbana. Coll. of Education., and Hunt, J. McVicker
- Abstract
The challenges of today lead to more technology rather than less for our culture in the future. Ability to process information symbolically in language and numbers will become increasingly important for employment and for participation in our culture. The fact that plasticity in psychological development is greatest during infancy and early childhood guarantees, in the long run, an important place for early education in the adaptive evolution of our society. Although many problems in the domain of early psychological development remain unsolved, they can be studied if the necessary research is supported. Then, the technology of education for infants and young children can be improved enough to enable all but a very few to take a productive place in our increasingly technological culture. (Author/ED)
- Published
- 1974
31. Problems in the Development of Criterion-Referenced Tests: The IPI Pittsburgh Experience.
- Author
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Pittsburgh Univ., PA. Learning Research and Development Center. and Nitko, Anthony J.
- Abstract
These four characteristics inherent in criterion-referenced tests form the central theme of this paper: (1) The classes of behaviors that define different achievement levels are specified as clearly as possible before the test is constructed; (2) Each behavior class is defined by a set of test situations (that is, test tasks) in which the behaviors can be displayed in terms of all their important nuances; (3) Given that the classes of behavior have been specified and that the test situations have been defined a representative sampling plan is designed and used to select the test tasks that will appear on any form of the test; and (4) The obtained score must be capable of expressing objectively and meaningfully the individual's performance characteristics in these classes of behavior. The focus of this paper is on the development of criterion-referenced tests having these four properties and some associated technical problems that are encountered. Solutions for these technical problems are not readily available nor immediately generalizable to all curricular areas for which criterion-referenced tests might be desired. Attempts are made, therefore, to specify procedures that will be useful to the practical developer until the technical problems are solved. (RC)
- Published
- 1974
32. Research Reporting Sections, National Council of Teachers of Mathematics 50th Annual Meeting, Chicago, Illinois, April 16-19, 1972.
- Author
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ERIC Clearinghouse for Science, Mathematics, and Environmental Education, Columbus, OH. and Higgins, Jon L.
- Abstract
This is a collection of 20 abstracts of research papers presented at the 50th annual meeting of the National Council of Teachers of Mathematics. Four papers were presented at each of five research reporting sections: (1) mathematics instruction and instructional materials, (2) aspects of mathematics learning, (3) general research topics in mathematics education, (4) mathematics achievement and its correlates, and (5) teacher education and evaluation. Topics covered include the teaching of division, CAI, feedback, solving open sentences, learning strategies, studying mathematics texts, negations and problem solving, low achievers, addition and subtraction, remedial mathematics in the junior college, inquiry-centered teaching, mastery learning at the elementary level, mathematics teachers' learning strategies, teacher education, videotapes and audiotapes in questioning, and evaluation of elementary school teachers. (JM)
- Published
- 1972
33. A Model for Occupational Careers.
- Author
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Wisconsin Univ., Madison. Inst. for Research on Poverty. and Sorensen, Aage B.
- Abstract
This paper suggests a model for occupational careers based on the outcome of job shifts. This outcome may be described by a difference equation, where the gain is a function of the prestige and income of the job left and a person's level of resources. The career model is obtained as a solution to this difference equation. The resulting age profile is governed by a parameter: b-sub-one. This parameter is interpreted to measure the degree to which the occupational structure provides opportunities for gains in occupational achievement, given unchanged resources of the individual. On the individual job shift level, this is argued as being reflected in the degree of control individuals have on their job shifts. The increment in return on resources due to job shifts is also argued to be determined by structural characteristics. The interpretation of the parameters is tested with satisfactory results. References are included. (Author)
- Published
- 1972
34. The Problem of 'Student Achievement' in Research on Teacher Effects.
- Author
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Far West Lab. for Educational Research and Development, San Francisco, CA. and Gall, Meredith D.
- Abstract
This paper criticizes the work of Barak Rosenshine on the effects of teachers on student achievement. The author cautions against accepting Rosenshine's generalizations on teaching techniques. He makes the specific criticisms that Rosenshine a) did not operationally define student achievement, b) did not assess the validity of the student achievement measures used in his work, c) did not determine whether the achievement measures were appropriate to the students sampled, d) did not determine whether or not achievement measures were related to the curriculum objectives of the teachers, and e) combined the results of various studies without examining the relationships among them. Further, the author makes recommendations for future research on the topic. (JB)
- Published
- 1973
35. Mathematics Learning and the Sexes: A Review.
- Author
-
Fennema, Elizabeth
- Abstract
The purpose of this paper was to explore the literature to see what differences, if any, exist between the sexes in mathematics achievement from pre-school through high school levels. Thirty-three studies were reported. Findings showed that there were no significant differences between boys' and girls' mathematics achievement in pre-school or early elementary years. In upper elementary and early high school years, significant differences were not always apparent; however, when significant differences did appear they were more apt to be in the boys' favor when the higher-level cognitive tasks were being measured and in the girls' favor when lower-level cognitive tasks were measured. No conclusions were reached concerning high school learners. Six questions were raised concerning the relationship between sex differences and mathematics achievement. (DT)
- Published
- 1973
36. The Interaction of Divergence and Convergence of Students and Teachers with Personality and Instructional Variables Affecting Educational Outcomes.
- Author
-
McGill Univ., Montreal (Quebec). Center for Learning and Development., Zussman, David R., and Pascal, Charles E.
- Abstract
This research studies both students' and teachers' divergent and convergent abilities and their interaction within the normal classroom. Divergence and convergence were operationally defined and measured by paper and pencil tests. After reviewing the literature on divergence and convergence and on divergence and classroom achievement, the authors present their own research conducted with 450 high school students and 20 of their teachers. Results indicate that the divergent student is not considered less appealing than his convergent peer in the classroom; in fact, the diverger distinguishes himself by participating more often and offering more original ideas. In terms of the teachers, classroom climate appears to be highly dependent on their cognitive styles. The authors feel that educational researchers must consider the classroom within the multivariate-interactive model, since a simple univariate approach does not project a clear interaction of the underlying classroom processes. (Author/SES)
- Published
- 1973
37. Mathematical Models of the Value of Achievement Testing.
- Author
-
Massachusetts Univ., Amherst. School of Education. and Pinsky, Paul D.
- Abstract
The mathematical models of this paper were developed as an outgrowth of working with the Comprehensive Achievement Monitoring project (Project CAM) which was conceived as a model and application of sampling procedures such as those used in industrial quality control techniques to educational measurement. This paper explores mathematical modeling techniques to gain insight into the role of achievement testing in the instructional process. All assumptions are listed, three models are presented, and computational examples provided. Each model centers on one of the following: 1) instruction given in a finite amount of time; 2) instructional activities in an individually-paced curriculum; and 3) tests used to group students for instruction. (Author/CK)
- Published
- 1971
38. A Summary of Research in Science Education for the Years of 1968-69, Secondary School Level. Science Education Information Reports.
- Author
-
ERIC Information Analysis Center for Science Education, Columbus, OH. and Welch, Wayne W.
- Abstract
In this seventh paper of the Research Review Series, commissioned by the Science and Mathematics Education Information Analysis Center in cooperation with the National Association for Research in Science Teaching, 189 studies in the ERIC SE collection which are concerned with secondary school science, published in 1968 or 1969, are cited and analyzed. Tables show the prime science discipline focus of the documents, the type of report analyzed, and the primary subject categories of the research. The research findings are summarized and illustrated by selected report which the reviewer considered effectively characterized the results; were clear, representative and generalizable; showed adequate methodology; or, occasionally, illustrated a particular point (good or bad). The summary is arranged under the following headings: Learning Theory and Processes; Teacher Characteristics; Teacher Education; Curriculum Development; International Education; Student Characteristics; Evaluation; Academic Achievement; Educational Programs; and Instructional Procedures. Some comments on the inadequacies of the research reviewed, and suggestions for overcoming these, are made. (AL)
- Published
- 1971
39. The Faculty as Teachers: A Perspective on Evaluation.
- Author
-
George Washington Univ., Washington, DC. ERIC Clearinghouse on Higher Education., Cook, J. Marvin, and Neville, Richard F.
- Abstract
This paper examines the problem of measuring and evaluation teacher performance. Evaluation methods currently in use are reviewed, including the use of student questionnaires, and a recommendation for a more accurate measurement of teacher effectiveness is made. The authors specifically consider the relative merits of measurement based on student performance (direct measurement) and measurement based on teaching activities (indirect measurement) as they relate to the evaluation of faculty. This paper is based on a study performed by J. Marvin Cook for the Faculty Senate, University of Maryland, Baltimore County. (WVM)
- Published
- 1971
40. Invitational Conference on Testing Problems (New York, October 29, 1966).
- Author
-
Educational Testing Service, Princeton, NJ.
- Abstract
The 1966 Invitational Conference on Testing Problems dealt with the innovations of the new age of flexibility and the problems of evaluating and preparing for them. Papers presented in Session I, Innovation and Evaluation, were: (1) "Innovation and Evaluation: In Whose Hands?" by Nils Y. Wessell; (2) "The Discovery and Development of Educational Goals" by Henry S. Dyer; (3) "The Meaning of Impact" by Martin Trow; (4) "Unconventionality, Triangulation, and Inference" by Eugene J. Webb; and (5) "The Prediction of Academic and Nonacademic Accomplishment" by John L. Holland. The luncheon address was "Education's Age of Flexibility" by Francis Keppel. Papers presented at Session II, Natural Language and Computers in Education, were: (1) "An Interactive Inquirer" by Philip J. Stone; (2) "The Natural-Language Approach to Psychometrics" by Carl E. Helm; and (3) "Grading Essays by Computer: Progress Report" by Ellis Batten Page. A list of conference participants concludes the report. (KM)
- Published
- 1966
41. Assessing Performance When the Stakes are High.
- Author
-
Illinois Univ., Urbana. Medical Center., American Educational Research Association, Washington, DC., and Crawford, William R.
- Abstract
This paper is concerned with measuring achievement levels of medical students. Precise tools are needed to assess the readiness of an individual to practice. The basic question then becomes, what can this candidate do, at a given time, under given circumstances. Given the definition of the circumstances, and the candidate's performance, the necessary evaluation of competence can be made. The University of Illinois College of Medicine has developed the "Minimum Passing Level" (MPL), which is a score point which reflects the minimum level of performance a student must achieve to progress at the normal rate or to be certified as eligible for the degree Doctor of Medicine. Both multiple choice examinations and simulated problems in patient management are used. A performance level must be established by examiners for each item seperately. The options are weighted on each item and given a weight from high negative to high positive. After the essential positive options and the not allowable negative options have been identified, the option scores are summed to determine the minimum required passing level. Disadvantages include: (1) subjective judgements, and (2) confusion regarding results and methods. (author/KJ)
- Published
- 1970
42. Human Potential Seminars: An Approach to Turning on the Gifted Underachiever.
- Author
-
McHolland, James D.
- Abstract
It is contended that a person becomes an underachiever because of: (1) personality or psychological problems; (2) poor school preparation; (3) working toward underachievement as an assertion of independence; (4) inadequate self concept; and (5) poor impulse control. The bulk of the paper is devoted to describing the bases and procedures of two group approaches which the author uses with underachievers. One of these, the Human Potential Seminar, is specifically designed for those persons who are not using their potentiality but would like to be. The process is described. The other approach, termed Success Groups, focuses on those students who underachieve in order to demonstrate independence or retain dependence on their parents. These "committed" underachievers must be interrupted in their efforts. Contracts are made with the group and written commitments to specific grade point achievement goals are demanded. While academic achievement is the overall goal (success rate = 72%), results also indicate markedly improved self concepts. (TL)
- Published
- 1971
43. Interdisciplinary Research Group on Poverty: IRGOP Reports. Volume 1.
- Author
-
State Univ. of New York, Ithaca. Coll. of Human Ecology at Cornell Univ. and Brodis, Nellie T.
- Abstract
The 4 reports contained in this document present the results of a pilot study of differential coping behavior among siblings. The IRGOP researchers proposed to investigate the factors related to why some children achieve well in school and thereby take the first step in moving out of poverty. Four areas of concern -- human development, sociology, education, and home economics -- are combined in this interdisciplinary approach to study teenagers' school coping behavior. The reports address themselves to data gleaned from the pilot study in which 196 single-parented teenagers from Tompkins County, New York, were interviewed. The paper by Nellie Brodis explores child-rearing practices which may cause dissimilar school achievement among welfare and non-welfare children. Michael Rogoff's paper describes in detail the measurement of academic achievement used for this IRGOP study. Rose Anne Negele attempts to identify the kinds of maternal behavior and aspirations which are essential for high academic performance in fatherless adolescent girls. The final paper, by Philip Lewin, discusses the importance of teenagers' housing satisfaction and school success. (DK)
- Published
- 1970
44. Problem Solving and Concept Formation: An Annotated Bibliography.
- Author
-
Southwest Regional Laboratory for Educational Research and Development, Los Alamitos, CA. and Stern, Carolyn
- Abstract
This bibliography, made up of approximately 350 entries concerned with many aspects of problem solving and concept formation in young children, has been designed for use by people primarily involved in experimental research in these areas of child development. Entries include experimental journal articles, conference papers, unpublished research papers, books (and specific book chapters), dissertations and literature reviews, which date from 1955 through 1968, and several earlier articles by Piaget. The wide variety of specific topics include: conservation studies and experimental research dealing with Piaget's theories; intelligence, achievement, memory and learning processes; socialization; learning theories; disadvantaged children and minority group differences; handicapped children; conceptual styles; verbal learning; cognitive development; discrimination learning; personality; research methodology; etc. (ED)
- Published
- 1968
45. CRITERIA IN LEARNING RESEARCH, REPORT ON A CONFERENCE (WASHINGTON UNIVERSITY, 1966).
- Author
-
Washington Univ., St. Louis, MO. Univ. Coll., DUBOIS, PHILIP H., and WIENTGE, KING M.
- Abstract
THE TOPICS OF EIGHT CONFERENCE PAPERS INCLUDE (1) THE PROBLEM OF DIFFERENTIATING EFFECTS OF SPECIFIC INSTRUCTION FROM EFFECTS OF OTHER INFLUENCES (GROWTH, ENVIRONMENT, AND SELF-INSTRUCTION), (2) CRITERIA FOR MEASURING CHANGE IN PROFICIENCY, AND (3) WAYS OF RELATING SUCH CHANGE TO OUTSIDE VARIABLES SUCH AS MEASURABLE CHARACTERISTICS OF LEARNERS AND INSTRUCTORS, AND METHODOLOGY. THE ISSUE OF ACCEPTABLE CRITERIA (PERFORMANCE MEASURES) OF DEGREES OF LEARNING DURING PRACTICE IS DISCUSSED. SUGGESTIONS ARE OUTLINED FOR IMPROVING EXPERIMENTATION BY ASSEMBLING ALL APPROPRIATE MEASUREMENTS AND DATA, USING ORDERED HYPOTHESES, AND TREATING EXPERIMENTAL CLASSROOMS AS SINGLE SUBJECTS. THE BROMWOODS RESIDENTIAL CENTER STUDY OF WASHINGTON UNIVERSITY DESCRIBES THE FAILURE OF RESIDENTIAL STUDENTS TO SIGNIFICANTLY SURPASS ADULT EVENING CLASSES IN OBJECTIVE KNOWLEDGE (BEGINNING PSYCHOLOGY) OR IN IMPROVED MEASURED ATTITUDE. ALSO, DIFFICULTIES IN APPLICATION OF CRITERIA IN NAVAL MAINTENANCE TRAINING RESEARCH ARE DOCUMENTED, AND CORRECTIVE PROCEDURES ARE INDICATED. A PAPER ON THE CURVILINEAR RELATIONSHIP BETWEEN KNOWLEDGE AND TEST PERFORMANCE ARGUES FOR FINAL EXAMINATIONS AS THE BEST EXISTING INDICANT OF LEARNING. OTHER PAPERS OUTLINE A FRAMEWORK FOR STUDYING CRITERION MEASURES AND THEIR GENERALIZABILITY ACROSS SAMPLES, SITUATIONS, AND CONTEXTS, AND EVALUATE PROGRAMED INSTRUCTION AMONG NAVAL TRAINEES AS A PREDICTOR OF CLASSROOM LEARNING. THE DOCUMENT INCLUDES TABLES, FIGURES, AND REFERENCES. (LY)
- Published
- 1966
46. THE CONCEPT OF EQUALITY OF EDUCATIONAL OPPORTUNITY.
- Author
-
Johns Hopkins Univ., Baltimore, MD. Center for the Study of Social Organization of Schools. and COLEMAN, JAMES S.
- Abstract
THIS PAPER EXAMINES THE CONCEPT OF "EQUALITY OF EDUCATION" IN TERMS OF ITS MEANING TO SOCIETY. THE AUTHOR DISCUSSES WHAT THE CONCEPT HAS MEANT IN THE PAST, BEGINNING WITH PRE-INDUSTRIAL EUROPE AND ENDING WITH THE UNITED STATES OFFICE OF EDUCATION'S SURVEY, "EQUALITY OF EDUCATIONAL OPPORTUNITY." HE ALSO SUGGESTS WHAT THE CONCEPT, AS IT HAS EVOLVED TO THE PRESENT, WILL MEAN IN THE FUTURE. HE ASKS THE QUESTIONS--WHOSE OBLIGATION IS IT TO PROVIDE SUCH EQUALITY. IS THE CONCEPT A FUNDAMENTALLY SOUND ONE, OR DOES IT HAVE INHERENT CONTRADICTIONS OR CONFLICTS WITH SOCIAL ORGANIZATION. THE AUTHOR SEES THE BASIC CHANGE IN THE CONCEPT OF "EQUALITY OF EDUCATION" AS EVOLVING FROM THE PROVISION OF EQUAL LEARNING FACILITIES FOR ALL WITHOUT CONCERN FOR INDIVIDUAL, EDUCATIONAL OUTCOMES, TO AN ACTIVE RESPONSIBILITY FOR THE TYPE OF EDUCATIONAL PROGRAM THAT WILL OVERCOME INDIVIDUAL HANDICAPS RESULTING FROM ENVIRONMENTAL CONDITIONS. THIS PAPER WAS PREPARED FOR A CONFERENCE ON THE U.S. OFFICE OF EDUCATION REPORT ON "EQUALITY OF EDUCATIONAL OPPORTUNITY" OCT. 21, 1967, HARVARD, CAMBRIDGE. (RP)
- Published
- 1967
47. Letter: Comments on the Hetherington paper
- Author
-
F M, Henry
- Subjects
Research Design ,Physical Exertion ,Statistics as Topic ,Humans ,Achievement - Published
- 1973
48. [On the distribution of talent and work attitudes in 10-year old public school students with different socio-economic status. A psychologic-empirical paper]
- Author
-
K H, Leyers
- Subjects
Intelligence Tests ,Social Conditions ,Humans ,Achievement ,Child ,Students - Published
- 1966
49. Attributional Analysis of Achievement Motivation: Some Applications to Education.
- Author
-
Bar-Tal, Daniel
- Abstract
Weiner, et al, (1971) presented a model of achievement-related behavior which outlined how causal ascriptions might mediate between stimulus conditions and achievement-oriented responses. This model assumed that individuals allocate the causes of success and failure to four elements (ability, effort, luck and task difficulty), and that each of these causal attributions would produce different behavioral and emotional reactions. Other studies (Bar-Tal and Frieze, 1973; Kukla, 1972; Weiner and Kukla, 1970; and Weiner and Potepan, 1970) have demonstrated that high and low achievement motivation subgroups display differential causal attributional patterns which may explain their varying responses to achievement situations. These findings indicate the need for better understanding and modification of attributional patterns of individuals low in achievement motivation. Possible ways of initiating such changes are reviewed in the context of the educational process. (Author)
- Published
- 1974
50. Mathematics, Spatial Ability and the Sexes.
- Author
-
Fennema, Elizabeth
- Abstract
This report defines spatial ability operationally (consisting of three components) and reviews possible sex differences in this ability as reported in the literature. The relationship between mathematical ability and spatial ability is discussed. Researchable hypotheses about how differential spatial ability may effect mathematics achievement are suggested. (Author/LS)
- Published
- 1974
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