Soviet school mathematics curriculum reforms     

Thomas A. Romberg 《Contemporary educational psychology》1984,9(3):246-253

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Educational psychology research in Greece     

Sophia Sakka-Paraskeva 《Contemporary educational psychology》1984,9(3):214-228

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Use of clustering techniques in deriving psychoeducational profiles     

Esther Sinclair  Leeka Kheifets 《Contemporary educational psychology》1982,7(1):81-89

This study explores whether a synthesis of clinical and statistical data taken from the psychoeducational reports completed on a group of 42, 9- to 11-year-old boys referred to a Child Psychiatric Outpatient Department for school-learning problems, would yield discrete clinical categories or clusters of children. An amalgamated hierarchical clustering technique which formed clusters by subjects based on a measure of euclidean distance was used. Forty-two reports were evaluated by licensed educational psychologists in five input areas: Developmental History, School History, Cognitive Functioning, Sensorimotor/Perceptual Functioning, and Academic Achievement. One of three educational placement recommendations was identified for each subject: No Educational Placement Intervention Necessary, Special Tutoring or Remediation, and Special Class Placement. Using clinical characteristic ratings given by the evaluators on each variable, a similarity-dissimilarity matrix was formed which classified subjects into four discrete clusters based on their clinical profiles. A χ² test determined that there was a significant association (p < .01) between cluster membership and educational placement recommendations.  相似文献   

The rule-assessment approach and education     

Robert S. Siegler 《Contemporary educational psychology》1982,7(3):272-288

This paper describes the rule-assessment approach to cognitive development and summarizes work using it that is relevant to education. The basic question that motivated the rule-assessment approach is how people's existing knowledge influences their ability to learn. Addressing this issue requires a means of assessing what people already know, a means for studying how they learn, and a means for examining basic processes that may underlie developmental differences in knowledge and learning. Research using the rule-assessment approach is summarized in terms of eight conclusions about these issues. Each of the conclusions is illustrated with empirical examples.  相似文献   

Factors predictive of black students' communication with the administration and students at a predominantly white university     

Warren Watson  Ina Siler 《Int J Intercult Relat》1984,8(3):255-267

Black students' interaction with a predominantly white university's administration, faculty, and students appears to be a central issue in current study of black student success in college. This study examined personality and situational factors predictive of black students' communication with such a university's administration, faculty, and students. The development of an instrument describing environmental and social concerns of black students demonstrated reasonable predictive validity of communication with the administration and white students. Feelings about the social environment and tendencies of communication anxiety were among the strongest predictors of black students' communication.  相似文献   

Cognitive development and instructional theory     

Charles J. Brainerd 《Contemporary educational psychology》1978,3(1):37-50

The foundations of the cognitive-developmental curriculum movement are briefly examined in this paper. The key features of this movement are the recommendations it makes in three areas: curriculum sequencing, curriculum content, and teaching strategies. Each of these areas is critically examined. It is concluded that the grounds for all proposals are purely theoretical. When the data are considered, they either contradict specific proposals or provide no direct evidence.  相似文献   

Locus of control and tutor's instructional style as determinants of cross-age tutoring effectiveness     

Frederic J. Medway  Reuben M. Baron 《Contemporary educational psychology》1977,2(3):298-310

Junior high students serving as cross-age tutors taught their elementary school tutee an analogy lesson in the presence of observers who recorded tutor teaching behaviors and tutee learning as a function of students' internal-external control. Based upon results demonstrating that externals outperform internals when another person provides feedback regarding response accuracy, it was hypothesized that tutorial instruction would benefit external learners more than internal learners. Correlations between tutee externality and task performance (though in the expected direction) were not significant and failed to support the hypothesis. On the other hand, hypotheses regarding tutor behaviors were confirmed. As predicted, internal tutors expected to be more successful teachers, used more verbal and nonverbal cues in their teaching, expended more noticeable effort, and taught more analogies than external tutors. The implications of these results for the conduct of tutoring programs in schools was discussed.  相似文献   

On inserting questions before or after segments of text     

John P. Rickards 《Contemporary educational psychology》1977,2(2):200-206

It has been concluded in all major reviews of adjunct question research that a group given questions after related text segments (postquestions) yields greater recall than a group given questions before related text segments (prequestions) or one not given any questions at all. However, closer examination of the earlier research and an analysis of recent research reveals that for certain types of verbatim questions and for certain high level questions, postquestions produce recall equivalent to or less than prequestions. Moreover, in many studies wherein postquestions exceed prequestions, the postquestion group equals the reading-only control group in recall of nonquestioned (incidental) material. Hence, despite frequent pronouncements to the contrary, no firm recommendation can be made regarding the optimal placement of adjunct questions in text material.  相似文献   

"债转股"若干问题之法律思考     

黎大有 《湖北函授大学学报》2005,18(1):38-42

"债转股"作为我国国企改革一项重要过渡性措施,其运行已有近5年的时间了,但是其存在的一些问题并未很好的解决.本文通过对"债转股"的含义、一般法律要求及必要性的分析,明确指出了"债转股"运作中存在的主要法律问题,并对此提出了粗浅的对策.  相似文献   

The effects of evaluation conditions on “continuing motivation” study of the cultural,personological and situational antecedents of a motivational pattern     

Leslie J Fyans  Barbara Kremer  Farideh Salili  Martin L Maehr 《Int J Intercult Relat》1981,5(1):1-22

This study compares the effects of three different evaluation conditions on the “continuing motivation” of grade school students in Iran and the U.S. In both cultural groups, the highest continuing motivation was shown by students in a self-evaluation condition followed, in order, by students in the peer comparison and teacher evaluation conditions. While the generalizability of evaluation effects is perhaps the most striking finding, it may he noted that these effects were to some extent modified by individual differences in achieving orientation and sex role. Also of interest were the effects of performance level on continuing motivation, In this case, higher levels of performance on the task were generally followed by greater continuing motivation. The theoretical implications of this and other findings were discussed in terms of Current achievement theory.  相似文献