bluuebunny/crossref_metadata_2025 huggingface dataset:
Student Ratings of Individualized Faculty Supervision: Description and Evaluation
Authors: Rugg Edwin A. , Norris Raymond C.
Published: March 2008

Faculty supervision in individualized, research-oriented learning experiences was described and evaluated through a 51-item questionnaire completed by 125 graduate students in psychology. A principle axes analysis of their responses yielded 10 first-order and 2 second-order factors from the 42 items which focused on descriptive aspects of the supervision. Two additional first-order factors were derived from a similar analysis of 9 items which referred to aspects of student satisfaction with the experience and supervision. Scores for the 10 descriptive dimensions accounted for 70% of the variance in supervisor evaluation ratings and 30% of the variance in ratings of the experience. The importance of supervisor involvement in the individualized learning experience was noted.
The Student as Consumer of the Teaching Process
Authors: Grush Joseph E. , Costin Frank
Published: March 2008

College students in social-behavioral science courses described their personality traits, their teachers’ traits, dimensions of classroom behavior, and their attraction to their instructors (graduate teaching assistants) “as persons” and “as teachers.” Correlational analyses showed that teacher skill was not related to students’ self-perceived personality traits or their attraction to teachers “as persons,” but was correlated positively with certain teacher personality traits and attraction to instructors “as teachers.” Regression analyses further identified those teacher traits (ascendancy, personal relations, vigor) and classroom behaviors (teacher control, absence of negative affect) most important for effective teaching. It was concluded that college students are objective consumers of the teaching process and their judgments should be solicited to identify variables important for teacher effectiveness.
The Coleman Report: Using Inappropriately Designed Achievement Tests
Authors: Carver Ronald P.
Published: March 2008

The data in the Coleman Report have been interpreted by some as indicating that differences between schools have little impact on achievement. This interpretation is derived from the fact that only about 10% of the variance in the test scores was associated with differences between schools, while about 90% was associated with differences between individuals within schools. If the variance associated with school differences is appropriately compared to the variance associated with attending school one year, then school differences are quite large. It is not appropriate to draw conclusions about achievement when the conclusions are based on results of tests that were designed to maximize individual differences. The Coleman results make a great deal more sense when the test score results are interpreted as reflecting aptitude instead of achievement.
Transfer of Prior Learning to Verbal Instruction
Authors: Wittrock M. C. , Cook Harold
Published: March 2008

Using a proactive model of transfer of learning, two hypotheses were tested about how specific, experimentally induced differences in prior instruction determine the results of subsequent verbal instruction. In an experiment, 352 children from inner city schools in Los Angeles were individually randomly assigned to six treatments and individually taught and tested. The results supported the two hypotheses about transfer, indicating that transfer depended upon the congruence between the students’ previous learning in the experiment and subsequent instruction.
The Effects of Modeling and Classroom Organization on the Personal Space of Third and Fourth Grade Children
Authors: Brody Gene H. , Zimmerman Barry J.
Published: March 2008

This study assessed the effects of modeling and classroom organization, open and traditional, on the personal space of third and fourth grade boys and girls. The sample was composed of 80 students selected from the third and fourth grades from an elementary school with open classroom organization, and a like number selected from a traditional elementary school. In addition, one half of the students from each school viewed a video tape in which a teacher and two students interacted in a proximate teaching situation, while the remaining one half of the students viewed the same teacher and students in a distant teaching situation. The results indicated that open classroom students reported smaller interpersonal distances to specific individuals than traditional classroom students. Also, exposure to the proximate modeled teaching session significantly decreased the subject’s personal space, whereas the distant modeled teaching sessions exhibited little influence on the interpersonal distances.
The Impact of Student-Teacher Pairings on Teacher Effectiveness
Authors: Cunningham William G.
Published: March 2008

This study tests the hypothesis that types of students tend to differ in the benefit that they receive from various types of teachers. Factor analysis was used to identify four types of students (kindergarten children) and four types of teachers. The findings from the analysis of variance procedure were that a certain type of teacher was significantly more effective with one type of student than with another. The knowledge that different types of teachers tend to differ in the success they have with the same type of student, and that different types of students tend to differ in the benefit they receive from the same type of teacher might provide a basis for the matching of students with teachers.
Relationships between Academic Achievement and Personality Characteristics: A Quasi-Longitudinal Study
Authors: Kifer Edward
Published: March 2008

A conceptual model which relates patterns of academic achievement to the personality characteristics of learners was tested by a quasi-longitudinal study. The results of the study provide strong evidence for a model which emphasizes the influence of histories of successful academic achievement on personality characteristics. The findings suggest, additionally, that rewards for academic achievement provided by the home are related to both high achievement and positive personality characteristics. Instructional models such as Mastery Learning and the manipulation of time variables are discussed in terms of their potential for providing students the means both to achieve well and develop positive personality characteristics.
Patterns of College Grades across Curricular Areas: Some Implications for GPA as a Criterion
Authors: Schoenfeldt Lyle F. , Brush Donald H
Published: March 2008

Transcript records of over 1,900 college students were transformed into a profile of grades across 12 curricular areas. The record for each subject also included high school grade point average (GPA) and the Scholastic Aptitude Test scores. Intercorrelations among the 12 college GPA variables were comparable to previous research which analyzed GPA over successive semesters. Factor analysis resulted in two GPA factors, General Academic Achievement and Grades Independent of Achievement/Aptitude, indicating that GPA is not unitary, but is also not a multifaceted composite. It was concluded that the system of grades could be considered singular for most predictive purposes.
Student Ratings of Instruction: Validation Research
Authors: Frey Peter W. , Leonard Dale W. , Beatty William W.
Published: March 2008

Correlations between instructional ratings and exam performance at three universities indicated that three rating factors (student accomplishment, presentation clarity, and organization-planning) correlated highly with educational achievement. These rating factors were derived by a factor analysis of a 21-item questionnaire. Separate analyses of the relationship between instructional ratings and student characteristics indicated that the student’s grade point average and math aptitude score (SAT) did not systematically vary with his ratings. However, more senior students (number of terms in college) rated instructors more favorably than their less experienced classmates.
Training Seriation Responses in Young Children through Televised Modeling of Hierarchically Sequenced Rule Components
Authors: Henderson Ronald W. , Swanson Rosemary , Zimmerman Barry J.
Published: March 2008

Field research was designed to test the efficacy of television programming strategies based on task analysis and social learning theory for teaching a complex conceptual behavior, seriation, to Papago Indian children. Sesame Street has been effective in teaching associative learning skills, but has not met its objectives relating to more complex cognitive skills. In the present study the effectiveness of an alternative programming approach was assessed. Forty subjects aged three to five years were randomly assigned to two conditions. Experimental subjects viewed video tapes depicting seriation concepts; control subjects viewed placebo tapes. Highly significant differences between groups were revealed. The conclusion is drawn that sequentially arranged instruction can be effective in teaching a complex conceptual behavior to preschool children in culturally different environments.
Social Class and Race as Concomitants of Composite Halo in Teachers’ Evaluative Rating of Pupils
Authors: Freijo Tom D. , Jaeger Richard M.
Published: March 2008

Two hypotheses were tested: (1) Teachers’ ratings of high-SES pupils will exhibit less composite halo than will teachers’ ratings of low-SES pupils, and (2) The SES of pupils will have a greater effect on composite halo in ratings than will the race of the pupil or teacher. Principal components analysis was used to investigate the hypotheses, using teachers’ ratings of more than 8,000 fourth-grade pupils on 21 related behavior changes. The hypotheses were confirmed. The results are at variance with one set of literature while in support of another set of literature. It was suggested that the relationships between social distance, race, SES, and evaluator accuracy (one example of which is absence of composite halo) be resurrected for closer scrutiny in the face of conflicting evidence.
Curriculum Design Through Operations Research
Authors: Page Ellis B. , Jarjoura David , Konopka Charles D.
Published: March 2008

Operations Research techniques have been applied to a variety of educational problems, but rarely, if ever, to the most central decision of the school: what to teach, at what level to teach it, and what to leave out. The necessary formal tools appear now available: The required values may be calculated by the use of the “token strategy” or other judgmental technique. The required time costs may be independently estimated from analysis of materials, or prior class history, or similar aid. Of available OR techniques, the recursive method called dynamic programming is well-suited for optimizing curricular content.
Factors in Graduate Student Performance
Authors: Reilly Richard R.
Published: March 2008

Critical incidents were used to collect faculty ratings of graduate student performance in departments of chemistry, English, and psychology. Separate factor analyses in each of three fields produced eight factors which were fairly consistent with respect to item loadings across fields. Factors were labeled independence and initiative, conscientiousness, critical facility, enthusiasm, research and experimentation, communication, teaching skills and persistence. In addition, faculty ratings of each incident with respect to its importance or relevance for success were obtained. Importance ratings were most similar for psychology and chemistry and least similar for chemistry and English.
Achievement, Guessing, and Risk-Taking Behavior Under Norm Referenced and Criterion Referenced Testing Conditions
Authors: Crocker Linda , Benson Jeri
Published: March 2008

This experimental study was designed to determine whether the levels of guessing, risk-taking, or achievement could vary under norm referenced or criterion referenced testing conditions. Subjects were 156 students in an introductory measurement course, systematically assigned to a norm referenced or criterion referenced testing condition. Scores on guessing, risk-taking, achievement under penalty, and achievement without penalty-for-guessing were obtained using a multiple choice procedure suggested by Slakter (1967) . Results of multivariate and univariate analysis of variance indicated that students tested under the norm referenced condition earned higher achievement scores than those tested under criterion referenced conditions. A significant relationship was observed between risk-taking and achievement only under the criterion referenced condition.
Visual Behavior in Teacher-Pupil Dyads
Authors: Hore Terry
Published: March 2008

In order to describe the visual behavior of teacher-pupil dyads during a cooperative learning task, 57 student-teachers (32 females and 25 males) were allocated to three groups of children, 21 Australian-born, 18 immigrants with good facility with English, average length of residence in Australia 7.3 years, and 18 with restricted ability in the English language, average residence 1.2 years. The study used a 3 × 2 × 2 factorial design (group x teacher sex x child sex) with the dependent variables mutual glance and unreciprocated glances tallied and timed to provide a frequency per minute count and duration of gaze as a proportion of total time.

The group containing recent immigrants shared more than twice the amount of gaze and for longer than twice the amount of time than the other two groups. No other main effects or interactions were significant.
Influences of Handwriting Quality on Teacher Evaluation of Written Work
Authors: Markham Lynda R.
Published: March 2008

Each of 45 teachers and 36 student teachers rated descriptive paragraphs varying in quality of content and quality of handwriting style. Multiple Classification Analysis indicated that neither the teacher characteristics of age, experience, level taught, and degrees held, nor the student teacher characteristic of level taught had a significant influence on the score given a paper. Analysis of variance indicated that the variation in scores explained by handwriting was significant. Papers with better handwriting consistently received higher scores than did those with poor handwriting regardless of quality of content.
Effects of the Use of Four Types of Teaching Models on Student Self-Concept of Academic Ability and Attitude Toward the Teacher
Authors: Van Horn Royal W.
Published: March 2008

This study developed and used a multidimensional observation instrument to compare various “families” of teaching models: behavior modification models, information processing models, social interaction models, and person models. Classes of students whose teachers utilized various families of teaching models in differing proportions differed on Specific Self-Concept of Academic Ability but not on Attitude Toward the Teacher. Teachers who used positive reinforcers abundantly and/or information processing models were associated with higher student Specific Self-Concept of Academic Ability scores.
Between Stranger and Friend: Some Consequences of “Long Term” Fieldwork in Schools
Authors: Everhart Robert B.
Published: March 2008

This paper describes some major consequences of doing fieldwork in schools over an extended period of time. Using Powdermaker’s distinction of “stranger and friend,” the paper traces the balance between these two roles and perspectives in terms of role, reciprocity, and receptivity through a description of the author’s two year study of student life in a junior high school. The paper first describes the evolution from stranger to friend by examining role relationships between the fieldworker and his informants. It then focuses upon the problem of the fieldworker having to take on some of the characteristics of the groups he is studying. Finally the paper discusses both the beneficial and counter-productive tendencies of these positions for the fieldworker’s receptivity to insights about a “familiar” setting. Conclusions center around the dynamic interaction between stranger and friend in long term fieldwork in educational settings.
Intellectual Status and Intellectual Growth, Again
Authors: Werts C. E. , Hilton T. L.
Published: March 2008

The simplex model is used to correct for attenuation in the correlation of status with gain for a variety of academic skills. Implications of the results for the study of the determinants of academic growth are discussed and also some possible implications for classroom instruction.
Predicting Teacher Effectiveness from Graduate Admissions Predictors
Authors: Vecchio Robert , Costin Frank
Published: March 2008

An attempt to predict the teaching ability of graduate teaching assistants (as measured by student achievement and student satisfaction) from predictors of graduate-student success in graduate school suggested the following: 1) student achievement in an introductory psychology course correlates most strongly with the instructor’s GRE-Advanced score and number of psychology courses taken by the instructor as an undergraduate; 2) student satisfaction with an instructor is best predicted by the instructor’s GRE-Verbal score; and, as a result, 3) selection of the more promising graduate school applicants, as measured by the graduate predictors, may simultaneously result in the selection of better instructors.
The Identification and Decomposition of Hierarchical Tasks
Authors: Cotton John W. , Gallagher John P. , Marshall Sandra P.
Published: March 2008

The definition of hierarchical structure is reviewed, together with psychometric and experimental evidence regarding the existence of specific structures. Exceptions to hierarchical ordering are frequent enough to merit consideration of an assumption that skill on an item may simply transfer to the next higher item rather than being fully prerequisite to it. In some cases an alternate route hierarchy may occur, with persons either learning an item and then the next item or learning both at the same time. A mathematical model including hierarchical and nonhierarchical options fir a two-component task is presented; an experimental design appropriate to testing the model and related transfer hypotheses is also presented.
An Assessment of the Construct Validity of the Clark-Trow Typology of College Student Subcultures
Authors: Terenzini Patrick T. , Pascarella Ernest T.
Published: March 2008

This study determined whether two dimensions underlie the typology of college student subcultures developed by Clark and Trow. Students’ perceptions of their academic programs and their non-academic lives, the number of times they interacted informally with faculty members, and the number of extra-curricular activities in which they engaged were predictor variables in a stepwise discriminant function analysis. Two statistically significant functions were produced. The first, comprising primarily students’ interest in their non-academic lives, was labeled “Non-Academic Interest;” the second, with level of interest in the academic program and amount of interaction with faculty as the principal contributors, was labeled “Academic Interest.” Centroids for the four groups, relative to the functions corresponding to the two underlying dimensions of the Clark-Trow model, fell into quadrants consistent with the model’s typology. While the results generally confirm the validity of the two constructs underlying the conceptual scheme, there are also indications that the “Involvement with Ideas” dimension is not totally satisfactory for discriminating among the groups. The results suggest that a distinction needs to be made between ideas that have utilitarian value and those with esthetic appeal.
A Developmental Model for Determining Whether the Treatment is Actually Implemented
Authors: Hall Gene E. , Loucks Susan F.
Published: March 2008

Determining whether or not the treatment or innovation under study is actually in use, and if so, how it is being used, is essential to the interpretation of any study. The concept of Levels of Use of the Innovation (LoU) permits an operational, cost-feasible description and documentation of whether or not an innovation or treatment is being implemented. Data from change research and evaluation studies indicate that there are eight different LoU’s that can be reliably measured. Knowing the LoU of individuals within a research or evaluation sample can avoid holding false assumptions and making misleading interpretations about the user/nonuser and the effects of the treatment or innovation under study.
Frameworks for Comprehending Discourse
Authors: Anderson Richard C. , Reynolds Ralph E. , Schallert Diane L. , Goetz Ernest T.
Published: March 2008

Thirty physical education students and 30 music education students read a passage that could be given either a prison break or a wrestling interpretation, and another passage that could be understood in terms of an evening of card playing or a rehearsal session of a woodwind ensemble. Scores on disambiguating multiple choice tests and theme-revealing disambiguations and intrusions in free recall showed striking relationships to the subject’s background. These results indicate that high-level schemata provide the interpretative framework for comprehending discourse. The fact that most subjects gave each passage one distinct interpretation or another and reported being unaware of other perspectives while reading suggest that schemata can cause a person to see a message in a certain way, without even considering alternative interpretations.
Perceived Attributes of Superior Teachers (PAST): An Inquiry into the Giving of Teacher Awards
Authors: Goldsmid Charles A. , Gruber James E. , Wilson Everett K.
Published: March 2008

We examined the conferring of distinguished teaching awards, a social device to help sustain professed group values. A content analysis located 2900 statements (made by 978 students and faculty, at UNC-Chapel Hill, in support of their nominees) in 35 categories. The imputed attributes of superior teachers described, chiefly, teaching techniques. Far fewer personal and professional traits were mentioned. The optimum set of traits imputed to superior teachers combines command of subject matter, concern for student and techniques for conveying that competence and conscientiousness. To understand more about factors making for superior teaching, we compared certain background characteristics of rank award-winner and placers (N = 60) with 60 controls. We also explored relationships between nominee rank and various personal and contextual characteristics and factors affecting student-teacher interaction, jointly and separately considered in regression analysis.
An Extended Visit with Dr. Fox: Validity of Student Satisfaction with Instruction Ratings after Repeated Exposures To A Lecturer
Authors: Williams Reed G. , Ware John E.
Published: March 2008

Equivalent groups viewed two lectures varying in substantive teaching points covered (high, medium, low) and expressiveness of the presentation (high, low). Students rated lecture effectiveness after each lecture and completed an achievement test after the two lectures. Higher achievement was associated with high content coverage and high expressiveness. Students gave higher ratings to expressive lectures. Student satisfaction ratings reflected real differences in content coverage and student achievement with low expressive presentations. Ratings were not sensitive to content coverage and student achievement when lectures were high expressive. Sensitivity of ratings to content coverage and student achievement did not improve for the second lecture.
Faculty Ratings: Procedures for Interpreting Student Evaluations
Authors: Shingles Richard D.
Published: March 2008

The use of student evaluations to rate college faculty on teaching merit is common practice on many campuses today. Knowledge, or at least the suspicion, that there are numerous sources of bias in these evaluations is probably equally common. Yet, although much effort has gone into locating and identifying sources of bias, little attention has been paid to procedures for handling them when employing student evaluations for making serious, practical decisions about faculty merit. This paper offers a relatively simple procedure for doing so, using multiple regression analysis, and illustrates its use with data collected by the author during the Fall and Winter of 1974-1975. It is suggested that if this or other procedures cannot be used to adjust faculty ratings for irrelevant course and teacher attributes which color students’ opinions and confound the analysis, then the use of student evaluations for making serious judgments of merit ought to be abandoned.
Amplification of Cognitive Motivation and Its Effects on Epistemic Observation
Authors: Inagaki Kayoko , Hatano Giyoo
Published: March 2008

By direct observation, 203 fourth-graders confirmed the conservation of combined weights of sugar and water as measured before and after dissolving. Prior to this confirmation, experimental group subjects were required to choose one of three alternatives of a conservation problem and were presented with a fictitious choice response distribution with conflicting reasons. Control group subjects were given only the multiple-choice problem. Experimental group subjects showed (a) stronger curiosity for confirmation by observation, (b) greater progress in generalizing the principle of weight conservation to a variety of situations, and (c) higher positive correlation between curiosity and amount of progress.
Sex Differences in Educational Aspirations and Expectations
Authors: Marini Margaret Mooney , Greenberger Ellen
Published: March 2008

Previous studies of sex differences in adolescents’ goals for educational attainment have focused on either educational aspirations or expectations and found that socioeconomic background has a greater effect on the educational goals of girls than boys, and that academic ability has a greater effect on the educational goals of boys than girls. Almost all of these studies are based on students who attended high school between 1955 and 1960. This paper examines more recent evidence on sex differences in both educational aspirations and expectations, obtained from a random sample of eleventh grade students in Pennsylvania. The findings indicate that: (1) boys both aspire to and expect higher levels of educational attainment than girls; (2) the discrepancy between educational aspirations and expectations is greater for girls than boys at higher levels of aspiration; and (3) both socioeconomic background and academic ability, as measured by an achievement test, have a greater effect on educational ambition for boys than girls.
Pupils’ Use of Time While Reading Comics and Books
Authors: Arlin Marshall , Roth Garry
Published: March 2008

Participants were 42 pupils in grade 3 who read either comics or books under free-reading conditions for 20 minutes a day over a 10-week period. Time-on-task and time-on-reading were observed during this reading period. Initial reading attitude was positively related to time spent on-task while reading books. Initial reading comprehension was positively associated with both time-on-task and time-on-reading while reading comics. Less time was spent on-reading with comics than with books. This was particularly true for poor readers. Poor readers gained more on reading comprehension with books than they did with comics. Hypotheses were posed and results were discussed in the framework of the general issue of time and its relation to learning.
Factors Affecting Individual Persistence Rates in Undergraduate College Programs
Authors: Kohen Andrew I. , Nestel Gilbert , Karmas Constantine
Published: March 2008

This study uses a sample drawn from the National Longitudinal Surveys of young men attending college in the 1960’s. Some of the principal conclusions of the multivariate analyses are: (1) Factors determining persistence vary widely with the stage of the undergraduate career; (2) race and parental SES bear no net relation to dropping out; (3) the impact of ability declines with progress toward graduation; (4) entering college in a two-year institution is inversely associated with persistence. These and other findings demonstrate that much previous research has perpetuated erroneous inferences about dropping out of college, not the least of which is that the process can be modeled in a single equation representing the likelihood of graduation by any given group of freshmen.
The Relationship of Sibling Caretaking and Attentiveness to a Peer Tutor
Authors: Gallimore Ronald , Tharp Roland G. , Speidel Gisela E.
Published: March 2008

Ethnographic measures of sibling caretaking were correlated with attentiveness to a peer tutor. Boys from families who assigned childcare tasks to male siblings were more likely to be attentive in a dyadic peer-tutoring session. General classroom attentiveness was also highly correlated with attentiveness to a peer tutor and to male sibcare. Girl tutee attentiveness and female sibcare were not correlated. Families who assign major childcare tasks to boys apparently foster behaviors that generalize to the classroom. The transfer may not be specific from sibling interaction experiences to peer tutoring situations since family reliance on sibcare also correlated with generalized classroom attentiveness, and general (nonsibcare) chore demands
Class Clowns: A Study of Middle School Students
Authors: Damico Sandra Bowman , Purkey William W
Published: March 2008

From a sample of 3,500 eighth-grade pupils, 96 class clowns were identified by peer nominations on a sociometric form. These pupils were compared to a randomly selected sample of 237 nonclown classmates on the bases of teacher ratings and student self-esteem and school-attitude measures. Clowns were found to be predominantly males. Clowns were seen by their teachers to be higher than nonclowns in Asserting, Unruliness, Attention Seeking, Leadership, and Cheerfulness, and to be lower in Accomplishing. Clowns report lower attitudes toward teacher and principal than do nonclowns and see themselves as leaders and as being vocal in expressing ideas and opinions in front of their classmates.
The Effect of Congruent Teacher-Student Characteristics on Instructional Outcomes
Authors: Rich H. Lyndall , Bush Andrew J
Published: March 2008

Twenty fourth, fifth, and sixth grade teachers with direct and indirect teaching styles were paired with a small group of students who were high or low on social-emotional development to create congruent and incongruent matches. Teachers used their natural style in teaching a series of reading lessons for 20 consecutive school days. Congruency was consistently related to instructional outcome with the effect strongest for student affect, followed by achievement, followed by time at attention to task. It is argued that these findings support Hunt’s theory of person-environment congruency for effective teaching.
Teacher-Child Interactions in Preschool and Task Persistence
Authors: Hamilton V Jane , Gordon Donald A
Published: March 2008

This study was designed to investigate specific aspects of preschool teacher-child interactions as they relate to task persistence in classroom vs. laboratory settings. It was hypothesized that teacher’s criticism and interference would be associated with low task behavior in children, and that reward would be associated with high task behavior in both the classroom and an experimental setting; and that the children’s task behavior in the two settings would be correlated. The procedure involved observation of teacher and antecedent child behavior in four Montessori classrooms for 8 days; timed observations of percent of time each child spent on-task in the classroom; and an experimental task, given individually outside the classroom. The results confirm all hypothesized relationships except that between reward in the classroom with persistence on the experimental task.
An Examination of Teachers’ Effects on High, Middle, and Low Aptitude Students’ Performance on a Standardized Achievement Test
Authors: Good Thomas L , Beckerman Terrill M
Published: March 2008

This research examines the functional relationship of teacher effectiveness (as defined by students’ mean residual performance on the total mathematics score of the Iowa Test of Basic Skills) and the achievement of high, middle, and low attitude third- and fourth-grade students (as measured by the Cognitive Abilities Test). Significant main effects were found for both teacher competence and student aptitude with no significant interaction between the two variables. The data suggest that relatively effective teachers as a group get their achievement gains from all levels of student ability. Similarly, relatively ineffective teachers as a group do not appear to disproportionately depress the achievement for any particular level of student aptitude.
Relationship of Curriculum Area and Course Format with Student Ratings of Instruction
Authors: Bejar Isaac I. , Doyle Kenneth O.
Published: March 2008

Multivariate analysis of variance revealed a significant relationship between student ratings and curriculum area but not between ratings and course format. The technical and practical ramifications of these findings are discussed.
Relations Among Teacher Rankings, Pupil-Teacher Interactions, and Academic Achievement: A Test of the Teacher Expectancy Hypothesis
Authors: Luce Sally R. , Hoge Robert D.
Published: March 2008

The framework for this study was a model of teacher expectancy postulating links between teacher expectations, teacher and pupil behaviors, and academic achievement. The model was tested by exploring relations among teacher rankings of pupils, observations of pupil attentiveness, observations of teacher-pupil interactions, and standarized achievement test scores. Significant relations were obtained between teacher rankings and certain of the behavior categories, between behaviors and achievement, and between teacher rankings and achievement. It was concluded from the analyses, however, that a teacher expectancy effect was not operating in this situation as a determinant of achievement. The measurement of teacher expectations and the role of IQ in the behavior-achievement relation are also discussed.
Practical Significance in Program Evaluation
Authors: Porter Andrew C. , Schmidt William H. , Floden Robert E. , Freeman Donald J.
Published: March 2008

Defining practical significance in program evaluations is a difficult measurement problem, which can only be solved by an intimate familarity with the measures upon which effects are estimated, and their substantive relationship with the goals of the program being evaluated. Past attempts to describe the “size of effect” of instructional programs have characteristically relied on statistical indices that can be estimated and reported without any knowledge of what was measured. This practice is shown to be misdirected. Instead, what is called for is a procedure whereby the substantive instructional intentions of the program, the substantive characteristics of a test, and the interrelationship between the two are made explicit.
Teachers’ Reports of Their Cognitive Processes During Teaching
Authors: Peterson Penelope L. , Clark Christopher M.
Published: March 2008

Each of 12 experienced teachers taught a social studies lesson to three groups of junior high students under experimental conditions. After each 3-hour lesson, teachers viewed four brief videotaped segments of their teaching and responded to a structured interview concerning their cognitive processes while teaching. Teachers’ responses were audiotaped and coded. Reports were characterized most frequently by a sequence of observing student reactions, judging them to be satisfactory, and continuing teaching. Differences in reports were related to teachers’ cognitive styles and abilities, to teachers’ planning statements, and to student achievement and attitude.
The Effects of Instructing Teachers About Good Teaching on the Mathematics Achievement of Fourth Grade Students
Authors: Ebmeier Howard , Good Thomas L.
Published: March 2008

Experimental teachers were taught an instructional model based upon previous naturalistic research that had been found to characterize the behavior of effective mathematics teachers. Using a standardized mathematics achievement test administered to students at the beginning and end of the year as the dependent variable, the implementation and effect of the model were analyzed in an analysis of variance design involving the model (experimental and control), four teacher types and four student types. Use of the model proved effective and the nature of the interactions between student aptitudes, teacher style and instructional model helps to interpret the influences on students’ mathematics achievement.
A Comparison of Regression Prediction Accuracy on Several Types of Factor Scores
Authors: Morris John D.
Published: March 2008

Several advantages to the use of factor scores as independent variables in a multiple regression equation have been advocated in the literature. To provide guidance for selecting the most desirable type of factor score upon which to calculate a regression equation, computer-based Monte Carlo methods were used to compare the predictive accuracy upon replication of regression on five “complete” and four “incomplete” factor score estimation methods. For several levels of multiple correlation (R2 = .30, .50, and. 70), and for several subject-to-variable sampling ratios (3:1, 5:1, and 10:1), prediction on incomplete factor scores showed better double cross-validated prediction accuracy than on complete factor scores. Moreover, the unique unit-weighted factor score was superior among the incomplete methods.
The Effects of Varying Information About Use and Disposition of Results on University Students’ Evaluations of Faculty and Courses
Authors: Driscoll Laura A. , Goodwin William L.
Published: March 2008

Eight different types of instruction sheets were attached to Faculty-Course Questionnaires (FCQs) and randomly distributed to students within 92 University of Colorado courses (stratified by course level and class size). Instructions differed in the information conveyed about use and disposition of FCQ results. Treatment conditions were: (1) informing students of the use of student ratings for administrative decisions about promotion, tenure, or salary increases; (2) informing students of the use of student ratings by professors to make course improvements; (3) informing students that professors eventually receive all the FCQs as originally written. Multivariate and univariate analyses of variance showed the instructions containing information about the administrative use, or the course improvement use, or both uses and disposition to produce ratings higher than those given by students not provided with that information. Interactions involving class size, course level, and the treatment variables were significant for several of the dependent variables, but there was no consistent pattern of differences for classes of various sizes and levels.
Interaction Between Handicapped and Nonhandicapped Teenagers as a Function of Situational Goal Structuring: Implications for Mainstreaming
Authors: Johnson Roger , Rynders John , Johnson David W. , Schmidt Bernie , Haider Sajjad
Published: March 2008

The effects of cooperative, individualistic, and laissez faire goal structures were compared on interpersonal interaction and attraction between nonhandicapped junior high school students and high trainable mentally retarded peers participating in six weekly sessions of a bowling class. The results indicate that considerably more positive interactions took place between the nonhandicapped and the handicapped students in the cooperative condition than in the individualistic or laissez faire conditions.
Classroom Context and Student Ability as Influences on Teacher Perceptions of Classroom Control
Authors: Cooper Harris M. , Burger Jerry M. , Seymour George E.
Published: March 2008

Two studies examined teacher cognitive processes concerning personal control in the classroom. The extent to which teachers perceived classroom control and expected successful outcomes with high- and low-ability students were contrasted within five different hypothetical classroom contexts. The results indicate that high-ability students are perceived as more controllable than low-ability students; teacher-initiated interactions are perceived as providing more control than student-initiated interactions; the setting has effects on perceived control of interaction duration; and interactions with high-ability students are seen as more likely to lead to successful outcomes than interactions with low-ability students.
Reducing Intersentence Interference Via Contextual Aids
Authors: Levin Joel R. , Ghatala Elizabeth S. , Truman Diane L.
Published: March 2008

Recent research has suggested that it is possible to construct pairs of sentences whose information is mutually interfering; and that students typically do not process such sentences in ways that are likely to reduce the interference. The present study was conducted to determine whether the provision of contextual aids would help students reduce intersentence interference. Consistent with predictions, when students were presented sentences in distinctive contexts (i.e., activities framed in different specific locations), no interference was observed. In contrast, the usual interference effect was obtained when the sentences were given in either no context or a non distinctive context.
Women Who Enter Male-dominated Fields of Study in Higher Education
Authors: Peng Samuel S. , Jaffe Jay
Published: March 2008

Using data drawn from the National Longitudinal Study of the High School Class of 1972, this study examined 16 variables classified into categories of family background, high school experience, academic ability, life-goal orientations, and extent of education planned that might influence women’s entry into male-dominated fields of study in higher education. Results indicate that women in male-dominated fields have higher academic ability and more course work in science and mathematics in high school, and that they are more work-oriented than women in traditional fields. Results also indicate that family influence on women’s entry into male-dominated fields is not significant.
Some Contrasts Between Mothers and Preschool Teachers in Interaction with 4-year-old Children
Authors: Hess Robert D. , Dickson W. Patrick , Price Gary G. , Leong Deborah J.
Published: March 2008

Sixty-six mothers were compared with 34 preschool teachers on two types of adult-child interaction (a communication task and block sort task). Both groups were similar in the interaction tasks on number of message units, ratio of adult to child message units, and success in communicating and teaching block sorting principles. Mothers differed from teachers in several ways. They asked for more responses to be generated by the child, made more direct requests and commands, and gave more explicit and corrective feedback to children following children’s errors. These differences are discussed from both psychological and sociological perspectives.
A Demographic Approach to Teacher Supply and Demand
Authors: Edmonston Barry , Knapp Thomas R.
Published: March 2008

Data for the period 1934 to 1978 are presented in order to illustrate a demographic model of the demand for and supply of public elementary and secondary school teachers in the United States and to describe the supply of teachers related to fertility changes. The analysis reveals that there has been remarkable adaptability of the educational system, considering the strikingly rapid changes in the number of students, but that the current situation evidences a supply of teachers that is greater than present demand.
An Integration of Social Cognitive Development and Cognitive Processing: Educational Applications
Authors: Enright Robert D.
Published: March 2008

A social cognitive developmental model is described, integrating a Piagetian developmental model and Flavell’s processing model, to describe three aspects of development: a stage sequence, utilization processes, and acquisition processes. The utility of the model was tested in two studies. Each involved a naturalistic education program, one at the sixth-grade and one at the first-grade levels. The results demonstrate that it is possible to increase children’s social cognitive abilities instructionally. The model provides specific guidelines for structuring such educational programs.
Teacher Perceptions of Student Affect
Authors: Prawat Richard S.
Published: March 2008

A content analysis was performed on a sample of written descriptions of classroom events provided by 84 elementary school teachers in which they focused on the affective or noncognitive behavior of students. The analysis indicated that (a) students’ interpersonal adjustment is of greater concern to teachers than their intrapersonal adjustment; (b) the individual is not necessarily the preferred unit in teachers’ descriptions of student affect; (c) groups and individuals are talked about differently; and (d) teacher perceptions of student affect are related to background factors such as grade level taught.
A Meta-analysis of the Effects of Advance Organizers on Learning and Retention
Authors: Luiten John , Ames Wilbur , Ackerson Gary
Published: March 2008

Published and unpublished studies (N = 135) of the facilitative effect of advance organizers on learning and retention were examined. Possible influencing variables such as grade level, subject area studied, organizer presentation mode, and subject ability level were also examined in relation to advance organizer effect. Advance organizers were shown to have a facilitative effect on both learning and retention.
Do Teacher Ratings and Standardized Test Results of Students Yield the Same Information?
Authors: Pedulla Joseph J. , Airasian Peter W. , Madaus George F.
Published: March 2008

Teachers in Ireland (n = 170) rated students (n = 2,617) on IQ, mathematics, and English, as well as on 12 social and academic classroom behaviors. Factor analysis of IQ, mathematics, and English standardized test scores, together with the 15 teacher ratings, showed that there is overlap between ratings and test results but that the information obtained is not redundant. Three factors were identified: one was comprised primarily of the social behaviors; a second was comprised of the academic classroom behaviors and teacher ratings on IQ, mathematics, and English; and the third was comprised of the test scores in IQ, mathematics, and English together with the corresponding teacher ratings.
Aptitude-Treatment Interaction Effects of Three Social Studies Teaching Approaches
Authors: Peterson Penelope L. , Janicki Terence C. , Swing Susan R.
Published: March 2008

Study 1 investigated naturally occurring aptitude-treatment interactions (ATI) with three teaching approaches: lecture-recitation, inquiry, and public issues discussion. Study 2 attempted to replicate these ATI in a short-term study. Teachers taught social studies to ninth-grade students according to one approach. Students completed aptitude measures at the beginning of each study and achievement measures at the end. Results indicated that when an experimenter-constructed test was the outcome, the lecture-recitation approach was superior. But relative effectiveness of the approaches also depended on students’ ability and level of conformance. When the measure of student performance was based on objectives of the approach, the results showed an ATI for ability × anxiety that was partially replicated across studies.