Search

Your search keyword '"Bessemer, David W."' showing total 30 results
Start Over Author "Bessemer, David W."
30 results on '"Bessemer, David W."'

1. Functional Literacy in Schoolchildren. Definition and Criteria of Test Selection.

Author

System Development Corp., Santa Monica, CA., Bessemer, David W., and Spencer, Mary L.

Abstract

As part of the development of a functional literacy test for fourth through eigth grade children in Title I compensatory education programs, this report defines functional literacy for children and enumerates criteria for evaluating existing tests. Criteria for selection of a test include: (1) content, empirical, and construct validity; (2) appropriateness of the test for the examinee population, including disadvantaged children; (3) technical quality, including reliability and normative standards; and (4) usability by non-expert personnel, objective machine scoring procedures, and interpretation. The test should be an independent entity rather than components of an achievement test battery. The test will be in English, but a Spanish-language version should also be available. (MH)

Published
1975

2. Introduction to Psychology and Leadership. Report of Phase II Research Findings: The Design and Methodology for Research on the Interaction of Media, Conditions of Instruction, and Student Characteristics for a Multimedia Course in Leadership, Psychology and Management. Part II: Student Characteristics.

Author

Westinghouse Learning Corp., Annapolis, MD., Naval Academy, Annapolis, MD., Bessemer, David W., and Rivers, LeRoy C., II

Abstract

This report is the second of a two-part document which presents the results of research conducted during the first implementation of a leadership, psychology and management course at the U.S. Naval Academy. Details on learner variables and performance are cited and discussed. The first part of this document is EM 010 490, the final report appears under EM 010 418, EM 010 419, and EM 010 484, and EM 010 418 through EM 010 447 and EM 010 451 through EM 010 512 are related documents. (Author/RH)

Published
1970

3. Introduction to Psychology and Leadership. Report of Phase II Research Findings. The Design and Methodology for Research on the Interaction of Media, Conditions of Instruction, and Student Characteristics for a Multimedia Course in Leadership, Psychology and Management. Part I: Conditions of Instruction.

Author

Westinghouse Learning Corp., Annapolis, MD., Naval Academy, Annapolis, MD., Bessemer, David W., and Rivers, LeRoy C.

Abstract

This report is the first of a two-part document which presents the results of the research conducted during the first implementation of the leadership, psychology and management course at the United States Naval Academy. A detailed discussion of the background of the research, the research plan, and its implementation is provided. The second part of this document is EM 010 491, the final report is EM 010 418, EM 010 419, and EM 010 484, and EM 010 418 through EM 010 447 and EM 010 451 through EM 010 512 are related documents. (Author/RH)

Published
1970

4. Introduction to Psychology and Leadership. Typological Analysis of Student Characteristics: Preliminary Report.

Author

Westinghouse Learning Corp., Annapolis, MD., Naval Academy, Annapolis, MD., Bessemer, David W., and Shrage, Jules H.

Abstract

Recommendations for an alternative plan, based on typological analysis techniques, for the evaluation of student characteristics related to media, presentation design, and academic performance are presented. Difficulties with present evaluation plans are discussed, and different methods of typological analysis are described. Included are suggestions for preliminary implementation of these procedures in the leadership course developed for the United States Naval Academy by the Westinghouse Learning Corporation. EM 010 418 through EM 010 447 and EM 010 451 through EM 010 512 are related documents with EM 010 418, EM 010 419, and EM 010 484 being the final report. (Author/RH)

Published
1969

5. Comprehension Considerations in SWRL Reading Instruction. Technical Note No. 2-72-35.

Author

Southwest Regional Laboratory for Educational Research and Development, Los Alamitos, CA., Bessemer, David W., and Jenkins, Charles M.

Abstract

Conceptualizations of the reading process and the nature of comprehension are discussed in relation to the Southwest Regional Laboratory (SWRL) Beginning Reading Program. A method of syntactic analysis is proposed to help identify segments of meaning in reading materials. Components for comprehension assessment and instruction based on auch an analysis are suggested. An example of the analysis is presented for the first five stories in the SWRL Beginning Reading Program. Aspects of the language in the stories which can be selected for assessment or instruction are discussed. (Author)

Published
1972

6. Priorities for Research on Concepts Related to Function Words.

Author

Southwest Regional Laboratory for Educational Research and Development, Los Alamitos, CA. and Bessemer, David W.

Abstract

The classes and class members of function words are examined in detail in this paper in order to determine those which are most basic and most important to comprehension at the kindergarten through first-grade level. Noun determiners and pronouns, verbal determiners, and prepositions were found to be of importance, as were a small number of conjunctions and interrogators. It was concluded, however, that the first studies of the conceptual basis of language at the kindergarten through first-grade level should be directed toward problems of semantics and reference in pronouns and verb auxiliaries. (JM)

Published
1972

7. The Integration of Content, Task, and Skills Analysis Techniques in Instructional Design. SWRL Working Papers: 1972.

Author

Southwest Regional Laboratory for Educational Research and Development, Los Alamitos, CA., Bessemer, David W., and Smith, Edward L.

Abstract

The structure of knowledge in a particular subject-matter discipline and the structure of behavior in a given task-skill domain are often regarded as unrelated or even antithetical bases for the systematic design of instructional products and procedures. This volume documents progress toward a methodology of instructional design founded on the premise that both learning to know and learning to do are essential to the effectiveness of a given course of instruction. Briefly described, the methodology involves three distinct but interrelated techniques of analysis: content, task, and skills. The papers in part 1 present the theoretical rationale underlying the proposed methods and describe the procedure for skills analysis. The papers in Part 2 illustrate applications of content, task, and skill analysis in the science inquiry area at the primary grade level. (Author/HMV)

Published
1972

23. Age, Sex, IQ, and Achievement Patterns in Achieving and Nonachieving Gifted Children.

Author

Norman, Ralph D., Clark, Betty P., and Bessemer, David W.

Subjects
EDUCATION of gifted children, EXCEPTIONAL children, CALIFORNIA achievement tests, INTELLIGENCE levels, SEX differences (Biology), EDUCATIONAL tests & measurements, ACADEMIC achievement, UNITED States education system
Abstract

The article presents a study about achiever and non-achiever gifted children in accordance to sex differences, intelligence quotient levels and patterns of school achievement in the U.S. The methods used in the research were the California Test of Mental Maturity and the California Achievement Test (CAT). According to the findings: the achievers were significantly younger than nonachievers; achievers had significantly higher Language Intelligence Quotients and anticipated achievement in Arithmetic Reasoning was significantly highest of all CAT subtests among both achievers and nonachievers.

Published
1962
Full Text
View/download PDF

24. An Analytical Investigation of Instructions Designed to Elicit Test Anxiety

Author

Long, K. Kilby and Bessemer, David W.

Abstract

Components of motivating instructions typically used to elicit performance decrements in high test-anxious Ss were investigated to determine whether: (a) the mention of a test, (b) identifying the test as an intelligence measure, or (c) suggesting evaluation in relation to a peer-group is primarily responsible for the observed decrement. High and low test-anxious Ss were given 12 paired-associated lists of common English word pairs, and experimental instructions between the 8th and 9th lists. Analyses of post-instruction changes in PA anticipation responses showed significant differences only between the instruction containing all three components and the control condition. The magnitude of the reliable performance decrement produced by the instructions was inversely related to Ss' level of performance before the instructions were given, and no decrement occurred for most Ss at the highest levels of pre-instructional proficiency. Increased emphasis might well be given to the analysis of effects of test anxiety on changes in individual performance.

Published
1971
Full Text
View/download PDF

Catalog

Books, media, physical & digital resources
See catalog results