Showing papers in "Review of Educational Research in 1980"
TL;DR: In this article, a critical review and synthesis of the research on the association between student-faculty informal, nonclass contact and various outcomes of college is presented, and a conceptual model to guide future inquiry in the area is offered and discussed briefly.
Abstract: This paper is a critical review and synthesis of the research on the association between student-faculty informal, nonclass contact and various outcomes of college. Relevant investigations are summarized according to sample characteristics, independent and dependent variables, statistical or design controls, and findings. A synthesis of the results indicates that, with the influence of student preenrollment traits held constant, significant positive associations exist between extent and quality of student-faculty informal contact and students’ educational aspirations, their attitudes toward college, their academic achievement, intellectual and personal development, and their institutional persistence. Methodological problems and issues in the existing body of evidence are discussed, and directions for future research are suggested. A conceptual model to guide future inquiry in the area is offered and discussed briefly.
901 citations
TL;DR: In this paper, five recently published methods for conducting cooperative small-group learning in the classroom, and the experimental studies conducted by the authors of these methods are examined, evaluated, and compared in this study.
Abstract: Five recently published methods for conducting cooperative small-group learning in the classroom, and the experimental studies conducted by the authors of these methods are examined, evaluated, and compared in this study. The five methods are: Aronson’s Jigsaw classroom, DeVries’ Teams-Games-Tournaments (TGT), Slavin’s Student Teams and Academic Divisions (STAD), the Johnsons’ cooperative learning approach, and the Sharans’ Small-group Teaching method. The former three methods are categorized as Peer-Tutoring methods, while the latter two are classified as examples of a Group-Investigation (G-I) approach. Findings are considered from experimental studies with these five methods, in terms of their differential effects on academic achievement, students’ attitudes, and on ethnic relations in desegregated classrooms. The implications of the distinction between Peer-Tutoring and G-I methods are explored. New directions for research are suggested with these cooperative small-group techniques which appear to exe...
837 citations
TL;DR: This article used Glass' (1976) meta-analytic techniques to integrate findings from 59 independent evaluations of computer-based college teaching and found that computer-assisted instruction made small but significant contributions to the course achievement of college students and also produced positive, but again small, effects on the attitudes of students toward instruction and toward the subject matter they were studying.
Abstract: This review used Glass’ (1976) meta-analytic techniques to integrate findings from 59 independent evaluations of computer-based college teaching. The meta-analysis showed that computer-based instruction made small but significant contributions to the course achievement of college students and also produced positive, but again small, effects on the attitudes of students toward instruction and toward the subject matter they were studying. Computer-assisted instruction also reduced substantially the amount of time needed for instruction. In general, the meta-analysis found little relationship between study findings and design features of the experiments, settings for the studies, or manner and date of publication of the findings.
563 citations
TL;DR: This paper examined methods for reviews of research that focus on inferring generalizations about substantive issues from a set of studies directly bearing on those issues, and developed a conceptualization of the various methodological tasks of integrative reviews and of the alternative approaches to each task.
Abstract: This study examined methods for reviews of research that focus on inferring generalizations about substantive issues from a set of studies directly bearing on those issues. The purposes were to: (1) develop a conceptualization of the various methodological tasks of integrative reviews and of the alternative approaches to each task, (2) estimate the frequency with which current reviews published in high quality social science journals use each of the alternative approaches, (3) evaluate critically the strengths and weaknesses of the alternative approaches, and (4) suggest some ways in which more powerful and valid integrative reviews might be done. The primary source of data was a content analysis of two samples of such reviews.
473 citations
TL;DR: The authors found that political knowledge, political attitudes and values toward society and politics, attitudes toward political participation, and participation in political or quasi-political affairs were the main factors related to student political attitudes.
Abstract: This review addresses the question: What is known from empirical studies about the effects of schooling on the political socialization of American youth? School-level and classroom-level attributes are related to four political socialization outcomes: political knowledge, political attitudes and values toward society and politics, attitudes toward political participation, and participation in political or quasi-political affairs. The school curriculum is found to be effective in transmitting knowledge but not in influencing attitudes; social status of students influences these relationships. Classroom climate and student participation in school activities, and the school organizational climate were main factors found related to student political attitudes.
226 citations
TL;DR: The concept of competence in speech communication situations is explored in this article, with emphasis on the identification of competency as an educational objective, as well as an examination of the theoretical and conceptual issues relating to it.
Abstract: The concept of competence in speech communication situations is explored here, with emphasis on the identification of competency as an educational objective. A review of relevant research in the relatively new area of communicative competence is presented, as well as an examination of the theoretical and conceptual issues relating to it. Competence research reveals a number of “dimensions” or components of competence, the most clearly defined being empathy, behavioral flexibility, and interaction management. With a basic knowledge of which communication abilities are necessary for adequate functioning in society, educators are then challenged to devise educational strategies to give students the knowledge and experiential learning necessary to achieve competence in this vital area of their lives.
202 citations
TL;DR: A review of the literature concerning the self-report test anxiety scales and treatment of test anxiety was conducted by as mentioned in this paper, with attention given to the reliability and validity status of the scales.
Abstract: A review of the literature concerning the self-report test anxiety scales and treatment of test anxiety was conducted. The various popular self-report test anxiety instruments were examined with attention given to the reliability and validity status of the scales. Treatment studies were reviewed, with attention being paid to both the outcomes presented and the designs used. Treatments directed toward test worry were more effective in reducing self-reported test anxiety and increasing grades than treatments directed toward test emotionality. Self-reported test anxiety was found to decrease as a result of most treatment including pseudotherapy.
201 citations
TL;DR: A review of recent research done in the area of prose comprehension, broadly defined, can be found in this paper, where authors discuss factors that affect amount of recall, with representations of text structures, and with use of world knowledge to aid comprehension.
Abstract: A review is given of recent research done in the area of prose comprehension, broadly defined. Research in the areas of educational psychology, psychology, and artificial intelligence is represented, although no pretense is made that this review is complete. This review discusses work concerned with factors that affect amount of recall, with representations of text structures, and with use of world knowledge to aid comprehension. The need for more information processing models of comprehension is stressed and an argument is made for the importance of elaboration to comprehension and retention.
187 citations
TL;DR: In this article, a four-step process for concept teaching is proposed from the literature, where the taxonomical structure of the content should be determined, a concept definition should be prepared in terms of the critical attributes, and examples should be selected on the basis of critical and variable attributes.
Abstract: Reviewed are recent studies directly related to the teaching of concepts. The relationship of this educational research work with that in experimental psychology is defined with extended interpretation given to specifying a set of guidelines for design of concept learning environments. A four-step process for concept teaching is proposed from the literature. First, the taxonomical structure of the content should be determined. Second, a concept definition should be prepared in terms of the critical attributes, and examples should be selected on the basis of critical and variable attributes. Third, examples should be arranged in rational sets by appropriate manipulation of the attributes. Fourth, the presentation order of the rational sets should be arranged according to the divergency and difficulty level among examples of the concept. Areas of further research on concept teaching are identified.
167 citations
TL;DR: Organization development is a change strategy for organizational self development and renewal as mentioned in this paper, which has been used in schools over the past 15 years and has been widely different images of what OD is, and widely different claims made for its value or worthlessness.
Abstract: Organization Development (OD) is a change strategy for organizational self development and renewal. Adapted from business settings, it has been used in schools over the past 15 years. There are widely different images of what OD is, and widely different claims made for its value or worthlessness. The field of OD in education is badly in need of stock taking. In this review we assess the state of the art of OD in four respects: (1) critiquing and clarifying the values, goals, and assumptions of OD in general and as applied to education; (2) identifying and analyzing the various models and operating characteristics of OD in practice (conditions and strategies affecting its initiation, implementation, and continuation); (3) assessing the impact or outcomes of OD on achievement, productivity, and attitudes; and (4) reconsidering OD’s future, and suggesting policy implications for educational agencies at different levels.
152 citations
TL;DR: In this article, a review examines a model for investigating school and teacher variables which influence student achievement, including teacher characteristics, teaching behavior, student characteristics, student behavior, and student learning outcomes.
Abstract: This review examines a model for investigating school and teacher variables which influence student achievement. The structural model, presented in the first part of the review, includes examples of variables and their expected relationships to each other and to student learning outcomes. Variables are grouped as: (1) school or school district conditions, (2) within school conditions, (3) teacher characteristics, (4) teaching behavior, (5) student characteristics, (6) student behavior, and (7) student learning outcomes. A summary of some of the school effects and teacher behavior research, presented in the second and third section of the review, generally supports the expected relationships among variables in the model.
TL;DR: In this article, a research review and a discussion of the interrelationship of student self-management behaviors, academic motivation, and basic skills achievement are presented, concluding that giving students some degree of control over their learning and some sense of responsibility for their successes and failures can result in the continued disposition to achieve without sacrificing the essential goals of the "back to basics" movement.
Abstract: A research review and a discussion of the interrelationship of student self-management behaviors, academic motivation, and basic skills achievement are presented. Results from recent training studies in self-management, attribution, and achievement motivation are presented as providing important qualifications for the view that effective basic skills instruction requires teacher-centered control and structure. It is concluded that giving students some degree of control over their learning and some sense of responsibility for their successes and failures can result in the continued disposition to achieve without sacrificing the essential goals of the “back to basics” movement.
TL;DR: A review of the social role-taking constructs, measures developed to represent the constructs, and the reliability and validity of the measures can be found in this paper, where the authors examined psychometrically social role taking through a review.
Abstract: Social role-taking is examined psychometrically through a review of the constructs, measures developed to represent the constructs, and the reliability and validity of the measures The construct is described in several different ways in the literature Most measures show adequate interrater reliabilities, but there is less evidence regarding temporal stability or internal consistency of the scales The validation efforts have primarily been on the age-stage relationship rather than on other aspects of the construct, although a more expanded focus has begun within the last few years The review shows that Chandler’s cognitive, Selman’s sociomoral, and Flavell’s nickel-dime tasks possess the best psychometric properties Recommendations for improving measurement in the social role-taking area are discussed
TL;DR: In this article, the authors provide a framework for integrating the many conceptions of criterion-referenced testing, and show how various conceptualizations of CRT are both similar to and different from each other.
Abstract: This paper provides a framework for integrating the many conceptions of criterion-referenced testing. The categories of the scheme are illustrated by examples of criterion-referenced tests that have been developed between the years 1864 and 1978. The scheme provides one way to show how various conceptualizations of criterion-referenced testing are both similar to and different from each other.
TL;DR: This paper explores ways in which treatment can be described: either by means of estimating degree of implementation, or by modeling the instructional domain.
Abstract: The growth of educational evaluation has brought with it a corresponding increase in the desire and need to include information on the nature of the educational treatment that is to be evaluated. However, to date, there has been no systematic review of how this might be accomplished. This paper explores ways in which treatment can be described: either by means of estimating degree of implementation, or by modeling the instructional domain. The paper also reviews approaches to measuring aspects of the instructional environment that are suggested by the various models and methods for combining and analyzing those measures.
TL;DR: In this paper, the impacts of electronic calculators on mathematics-related achievement and attitudes were reviewed at the elementary, secondary, and college level, and the dominant research design was pretest-post test with the principal analytic procedure being ANOVA.
Abstract: Thirty-four empirical studies at the elementary, secondary, and college level were reviewed concerning the impacts of electronic calculators on mathematics-related achievement and attitudes. The dominant research design was pretest-post test with the principal analytic procedure being ANOVA. In the typical study, an experimental group (usually one or more classes) was allowed to use calculators during their mathematics instruction whereas students in the control group were not. Results showed support for the computational benefits due to calculator use, especially when the calculators were also allowed on criterion tests. However, support for conceptual benefits was minimal. Hypothesized changes in general attitudes toward mathematics for those using calculators was unsupported, although effects on immediate and task-specific, affective measures were found. Interpretation of the results of many of the studies was hampered by defective research designs including assignment of students to conditions, contam...
TL;DR: This article applied a case study method to the research on note taking from lectures, and found more evidence in favor of taking notes than had been recognized, and reasons for doubting excessively pessimistic conclusions of research reviews are given.
Abstract: Interest in research summarization is rising. Most summaries have focused on methodological weaknesses and contradictory evidence. The standard has been “beyond a reasonable doubt” and the verdict “little or nothing is known and more research is needed.” Applying a case study method to the research on note taking from lectures, this zpaper illustrates a different approach using a preponderance of the evidence as the standard. The intended audience is the consumer of educational research. Results show more evidence in favor of taking notes than had been recognized. Reasons for doubting excessively pessimistic conclusions of research reviews are given.
TL;DR: In this paper, structural modeling techniques based on path analysis are suggested to represent Gagne's positive transfer hypothesis and other associated hypotheses, and their implications for research in hierarchical relations are discussed.
Abstract: This article reviews Gagne’s learning-hierarchy model and the model-testing procedures used in empirical investigations of the model. It then suggests the use of structural modeling techniques as an alternative to the learning hierarchy representation. Various structural procedures such as latent structure analysis are described for use in representing Gagne’s prerequisite relations hypothesis and other associated hypotheses not considered in the learning hierarchy model. Structural modeling techniques based on path analysis are suggested to represent Gagne’s positive transfer hypothesis and other associated hypotheses. Implications of structural modeling techniques for research in hierarchical relations are discussed.
TL;DR: A continuum of item-writing methods is proposed ranging from informal-subjective methods to algorithmic-objective methods, including objective-based item writing, amplified objectives, item forms, facet design, domain-referenced concept testing, and computerized techniques.
Abstract: The emerging technology of item writing for achievement tests is reviewed. Several different approaches to item development are discussed. A continuum of item-writing methods is proposed ranging from informal-subjective methods to algorithmic-objective methods. Examples of techniques include objective-based item writing, amplified objectives, item forms, facet design, domain-referenced concept testing, and computerized techniques. Each item-writing technique is critically reviewed, and empirical studies of methods are described. Recommendations for further research and for applications to achievement testing are presented.
TL;DR: Knowledge integration is the incorporation of related facts into comprehensive memory structures as mentioned in this paper, which can be seen as a way of integrating information from text into a comprehensive memory structure for text comprehension.
Abstract: Knowledge integration is the incorporation of related facts into comprehensive memory structures. This article examines the research on knowledge integration, particularly in relation to text comprehension. The paper is divided into four sections. The first two sections contrast the knowledge integration theories of Bransford and Franks with the more recent theory of Hayes-Roth and Thorndyke. Factors affecting the probability of integrating information from text are discussed in the third section. The final section presents conclusions and some practical implications for educators.
TL;DR: In this article, a conceptual framework is developed that is systematically applied to the published literature on the generalization of behavioral teacher training, based on the definition of generalization proposed by Stokes and Baer (1977).
Abstract: A conceptual framework is developed that is systematically applied to the published literature on the generalization of behavioral teacher training. The framework is based on the definition of generalization proposed by Stokes and Baer (1977). Half of the studies reviewed met the two criteria for generalization; that is, (a) the training events, if any, which were scheduled in the nontraining condition, were both dissimilar to and less costly than those scheduled in the training condition, and (b) similar effects were demonstrated in the nontraining condition as in the training condition. The methodological adequacy of the generalization test is assessed in terms of (a) the number of data points presented, and (b) the conduct of reliability checks. Two variables are discussed which were hypothesized to explain the occurrence or nonoccurrence of generalization: the type of training provided and the teachers’ attitudes toward the training. Finally, it is suggested that further distinctions could be made bet...
TL;DR: In this paper, a cross analysis of various classifications of educational planning activities and some basic theoretical assumptions about the inherent aspects of the educational process has been developed, which enables a more systematic review and forecasts some basic components for future theoretical and practical development.
Abstract: This article reviews some basic trends and developments of educational planning activities in the last two decades. Almost inevitably, the question arises: “Educational planning—‘Quo Vadis’?” Is it possible to lay down groundwork for the development of a theory of educational planning which will have practical bearing? Using a cross analysis of various classifications of educational planning activities and some basic theoretical assumptions about the inherent aspects of the educational process, a conceptual frame of reference has been developed here. This frame serves a multiple purpose. It enables a more systematic review, on the one hand, and forecasts some basic components for future theoretical and practical development, on the other hand.
TL;DR: In this paper, a review of 26 controlled studies of growth group outcomes were used to evaluate the effectiveness of growth groups in facilitating enduring changes in the domain of interpersonal relationships, including self-actualization, interpersonal orientation, attitudes, interpersonal dimensions of personality, and behavior.
Abstract: Outcome studies of encounter groups, marathons, sensitivity training, human potential, and other growth-oriented, group-based interventions generally emphasize immediate posttest results. Relatively few investigators assess the durability of changes experienced by participants or examine delayed or cumulative effects. In this review, 26 controlled studies of growth group outcomes were used to evaluate the effectiveness of growth groups in facilitating enduring changes in the domain of interpersonal relationships. Each study (1) had a repeated measures design, (2) involved 10 or more hours of group intervention, and (3) included follow-up data collected at least 1 month after the completion of the group experience. Outcomes are assessed in the categories of self-actualization, interpersonal orientation, attitudes, interpersonal dimensions of personality, and behavior. Despite the low frequency of enduring positive changes, evidence supports the contention that some lasting positive effects are potentially ...