Showing papers by "Timothy Z. Keith published in 1988"
Journal Article•
37 citations
TL;DR: The Stanford-Binet Intelligence Scale: Fourth Edition as discussed by the authors is a conceptually new version of this traditional intelligence scale, which measures verbal reasoning, quantitative reasoning, abstract/visual reasoning, and short-term memory.
33 citations
TL;DR: In this paper, the authors demonstrate how path analysis could be used to answer the research question: which are the important, manipulable influences on school learning? A general path mod...
Abstract: The purpose of this article is to demonstrate how path analysis could be used to answer the research question: Which are the important, manipulable influences on school learning? A general path mod...
23 citations
TL;DR: The authors introduced a mini-series on research methods in school psychology that will appear across six issues of this journal, and argued that to apply research to practice, school psychologi...
Abstract: This article introduces a mini-series on research methods in school psychology that will appear across six issues of this journal. It is argued that to apply research to practice, school psychologi...
5 citations
15 Aug 1988
TL;DR: In this paper, path analysis was used to test the direct and indirect effects of these variables on high school learning, with learning measured by both achievement test scores and high school grades.
Abstract: Theories of school learning consistently point to variables such as ability, time (e.g., homework), quality of instruction, motivation, and academic coursework as important influences on learning. In this study, path analysis was used to test the direct and indirect effects of these variables on high school learning, with learning measured by both achievement test scores and high school grades. Relevant background characteristics were controlled and a longitudinal sample was used. The sample consisted of 25,875 high school students s,:tlected from the base year (1980) and the first follow-up (1982) of the Department of Education's High School and Beyond Longitudinal Study. Subjects were in 10th grade in 1980 and in 12th grade in 1982. The results suggest that ability, academic coursework, and homework all have important direct effects on achievement test scores, whereas the effects of quality of instruction and motivation were primarily indirect, chiefly through coursework and homework. When grades wer,1 used as the criterion, each of the potentially manipulable variables of interest, with the exception of homework, had a stronger effect relative to that of intellectual ability. Fmework, however, had only inconsistent effects. The results offer support for these variables as important influences on school learning, and also support their inclusion in theories of school learning. (AutPor/NB) * Reproductions supplied by EDRS are the best that can be made * * from the original document. * CV C) CD Cr) School Learning
4 citations