Self-Concept as Cause     

WILLIAM D. SPEARS  MARY ELLEN DEESE 《Educational theory》1973,23(2):144-152

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The Relevance of Anarchism: An Introduction to the Social Thought of Herbert Read     

WILLIAM O. REICHERT 《Educational theory》1967,17(2):147-153

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THE EFFECTIVENESS OF ILLUSTRATED ITEMS     

WILLIAM N. WASHINGTON  R. RICHARD GODFREY 《Journal of Educational Measurement》1974,11(2):121-124

Two problems in test development relate to the use of illustrations: (1) Do illustrated items perform better than written items, and (2) Does item performance vary as a function of the type and size of the illustration? A sample of 63 tests was drawn from all the Air Force Specialty Knowledge Tests containing illustrations. These 63 tests had been administered to approximately 28,261 airmen under operational conditions. Item statistics between illustrated and written items drawn from the same content areas were compared using F ratios. The results indicated: (1) That illustrated items in general performed slightly better than matched written items; (2) That the best-performing category of illustrated items was tables.  相似文献   

Ohio Counselors Evaluate Their Formal Preparation     

ELLIS A. JOSEPH  WILLIAM R. DRURY 《Counselor Education & Supervision》1971,11(1):56-61

This study sought to elicit from certificated school counselors their assessment of the educational programs which prepared them for the work they are doing. Approximately 91 percent of those surveyed responded and indicated how adequate 24 courses and experiences were in preparing them for six selected duties.  相似文献   

Analysis of Feedback among Group Practicum Members     

WILLIAM H. GRAVES  LARRY H. GRAVES 《Counselor Education & Supervision》1973,13(2):111-116

Feedback among practicum members, a neglected variable in practicum research, was assessed. Practicum members cited as giving meaningful feedback at or above the group median were recalled as producing significantly more verbal, more positive, and more owned feedback than practicum members cited as giving less meaningful feedback than the group median number of citations. The two groups did not differ significantly on the Myers-Briggs Type Indicator, Carkhuff's Communication Index, or tape ratings. Implications of the results are discussed.  相似文献   

THE EFFECT OF SERIAL RETESTING ON THE RELATIVE PERFORMANCE OF HIGH- AND LOW-TEST ANXIOUS SEVENTH GRADE STUDENTS1     

LESTER MANN  RAYMOND G. TAYLOR  BARTON B. PROGER  ROY H. DUNGAN  WILLIAM J. TIDEY 《Journal of Educational Measurement》1970,7(2):97-104

Serial retesting was investigated as a means of improving the test performance of high-anxious students relative to that of their low-anxious peers. The Test Anxiety Scale for Children was given to about 300 seventh grade students in a suburban school; the middle 50% were eliminated to maximize experimental variance. Six groups were established for high and low anxiety levels and for three ability levels. The Academic Promise Tests (except for the Abstract Reasoning Test) were then given four times at 1-week intervals in the fall of the school year. All groups continued to improve significantly in a monotonic, linear fashion, with the greatest improvement occurring on the Numerical Test. Contrary to expectation, there were no significant interactions among previous achievement levels, predispositional test anxiety levels, and test trials. The greatest change on the Numerical Test occurred between the first test trial and the second test trial.  相似文献   

CONSTRUCT VALIDITY OF FREE-RESPONSE AND MACHINE-SCORABLE FORMS OF A TEST     

WILLIAM C. WARD  NORMAN FREDERIKSEN  SYBIL B. CARLSON 《Journal of Educational Measurement》1980,17(1):11-29

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Future Mathematical Needs of Engineers in the United States     

WILLIAM R. WELLS  JEROME E. HAHN 《European Journal of Engineering Education》1985,10(3-4):305-307

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Sea Change at Annapolis: The United States Naval Academy, 1949–2000 by H. Michael Gelfand     

WILLIAM P. LEEMAN 《History of education quarterly》2008,48(4):607-611

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Credibility and Credulity: Monitoring Teachers for Trustworthiness     

WILLIAM HARE 《Journal of Philosophy of Education》2007,41(2):207-219

Despite reservations expressed in the literature, there is a strong case in the context of schooling for favouring the view that students should engage in an assessment of their teachers for intellectual trustworthiness if credulity on the part of students is to be avoided. J. S. Mill's suggestion that the judgment of open-minded individuals can be trusted is explored and defended; and it is further argued that students are in a position to determine whether or not their teachers are open-minded by asking certain questions about their approach and manner.  相似文献