Showing papers in "Review of Educational Research in 1983"
TL;DR: The authors found that there are no learning benefits to be gained from employing any specific medium to deliver instruction and pointed out the problem with current media attribute and symbol system theories and suggested more promising research directions.
Abstract: Recent meta-analyses and other studies of media's influence on learning are reviewed. Consistent evidence is found for the generalization that there are no learning benefits to be gained from employing any specific medium to deliver instruction. Research showing performance or time-saving gains from one or another medium are shown to be vulnerable to compelling rival hypotheses concerning the uncontrolled effects of instructional method and novelty. Problems with current media attribute and symbol system theories are described and suggestions made for more promising research directions.
2,570 citations
TL;DR: In this article, a theoretical framework specifying the conditions under which physical proximity and interaction will lead to positive or negative relationships between (a) ethnically diverse individuals, (b) handicapped and non-handicapped individuals, and (c) socially similar and nonhandicapping individuals.
Abstract: This article presents a theoretical framework specifying the conditions under which physical proximity and interaction will lead to positive or negative relationships between (a) ethnically diverse individuals, (b) handicapped and nonhandicapped individuals, and (c) ethnically similar and nonhandicapped individuals. A review of literature supporting the theoretical framework is presented, including a meta-analysis of 98 studies conducted between 1944 and 1982 that yielded 251 findings. Three meta-analysis procedures were used: voting-method, effect-size method, and z-score method. The results of the meta-analysis indicate that (a) cooperation without intergroup competition promotes greater interpersonal attraction among both heterogeneous and homogeneous individuals than do interpersonal competition, individualistic efforts, and cooperation with intergroup competition; (b) cooperation with intergroup competition promotes greater interpersonal attraction among participants than does interpersonal competiti...
463 citations
TL;DR: In this article, a conceptual framework for examining the design and implementation of teacher evaluation processes in school organizations is presented, where the conceptions of teaching work and of change processes reflected in teacher evaluation methods must be made explicit if educational goals, organizational needs and evaluation purposes are to be consonant and well served.
Abstract: This article presents a conceptual framework for examining the design and implementation of teacher evaluation processes in school organizations. Research on teaching, organizational behavior, and policy implementation suggests that different educational and organizational theories underlie various teacher evaluation models. The conceptions of teaching work and of change processes reflected in teacher evaluation methods must be made explicit if educational goals, organizational needs, and evaluation purposes are to be consonant and well served.
462 citations
TL;DR: In this article, the effects of placing students with mild academic handicaps in full-time special education classes, part-time regular classes with resource support, and full time regular classes were reviewed.
Abstract: This paper reviews research on the effects of placing students with mild academic handicaps in full-time special education classes, part-time regular classes with resource support, and full-time regular classes. It also reviews research on the effects of programs designed to improve the achievement, social-emotional adjustment, and social acceptance of academically handicapped students by their nonhandicapped classmates. Methodologically adequate studies of placements of academically handicapped students indicate few consistent benefits of full-time special education on any important outcomes. The research favors placement in regular classes using individualized instruction or supplemented by well-designed resource programs for the achievement, self-esteem, behavior, and emotional adjustment of academically handicapped students. Experimental research indicates that cooperative learning and individualized instruction programs can improve the self-perceptions and behavior of mainstreamed academically handic...
395 citations
TL;DR: In this paper, the authors discuss methodological and theoretical issues that arise from a review of the studies and to suggest implications for future research and suggest that one way to improve children's reading performance is to increase their vocabulary.
Abstract: A strong psychometric relationship has consistently been reported between measures of vocabulary knowledge and reading comprehension. This finding could imply that one way to improve children’s reading performance is to increase their vocabulary. Eight studies are reviewed that attempted to do this. Although all eight studies reported increases in students’ word knowledge, many failed to facilitate reading comprehension. Methodological and instructional differences across studies are examined in an attempt to account for the different results. The major goal of this paper is to discuss methodological and theoretical issues that arise from a review of the studies and to suggest implications for future research.
313 citations
TL;DR: In this article, meta-analysis techniques were used to synthesize research on the effectiveness of three major activity-based elementary science programs (ESS, SAPA, and SCIS), which were developed with federal support.
Abstract: In this study, meta-analysis techniques were used to synthesize research on the effectiveness of three major activity-based elementary science programs (ESS, SAPA, and SCIS), which were developed with federal support. In 57 controlled studies, outcomes were measured in over 900 classrooms; the overall mean effect size for all outcome areas was .35. The mean effect size was .52 for science process tests, .16 for science content, and .28 for affective outcomes. On the average, gains also were realized in creativity, intelligence, language, and mathematics. Only 3 of 14 coded study features were related to reported effects: Disadvantaged students derived greater benefits than other students; tests not biased in favor of the activity-based programs resulted in positive but lower effects than those favoring the activity-based approach; and published reports had higher effects than unpublished reports. The effects of particular programs reflect their relative curricular emphases. In three followup studies, stud...
257 citations
TL;DR: In this article, a meta-analytic synthesis of findings from 60 evaluation studies showed that special college programs for high-risk students have had basically positive effects on students, and that high risk students who enrolled in such programs stayed in college somewhat longer than control students did, and they received somewhat better grades in regular college work.
Abstract: This meta-analytic synthesis of findings from 60 evaluation studies showed that special college programs for high-risk students have had basically positive effects on students. High-risk students who enrolled in such programs stayed in college somewhat longer than control students did, and they received somewhat better grades in regular college work. Although such program effects were statistically reliable, they were fairly small in size in the typical study. Size of effect varied, however, as a function of the type and the age of the program being evaluated. Size of effect was also a function of document type; effects reported in clearing-house documents were smaller than those in published articles and dissertations.
176 citations
TL;DR: In this paper, a comprehensive review of the literature containing correlations among affect, ability, and achievement in science and between each of these variables and gender was synthesized quantitatively with a view to determining the size and direction of relationships as well as the degree to which the relationships were modified by gender, level in school, and content area within science.
Abstract: In a comprehensive review of the literature containing correlations among affect, ability, and achievement in science—and between each of these variables and gender—findings were synthesized quantitatively with a view to determining the size and direction of relationships as well as the degree to which the relationships were modified by gender, level in school, and content area within science. Retrieved from 66 articles and reports, the data base consisted of 255 correlations. We found that boys' and girls' science achievement is positively related to affect, but the relationship is weaker than was expected; science achievement correlates more strongly with cognitive abilities than with affect. In both boys and girls, affect is more strongly related to achievement level than to cognitive abilities. The data suggest that boys achieve slightly better than girls in science, and they tend to possess slightly more cognitive ability. In some content areas within science, boys demonstrate more positive affect th...
165 citations
TL;DR: A review of the evaluation literature through an analytical framework representing issues addressed by major evaluation approaches in education can be found in this article, which is comprised of 10 dimensions referring to: (1) the definition of evaluation, (2) its functions, (3) the objects of evaluation; (4) the variables that should be investigated; (5) criteria that must be used; (6) the audiences that need to be served; (7) the process of doing an evaluation; and (8) its methods of inquiry; (9) the characteristics of the evalu
Abstract: Recent decades have been productive in the conceptualization of educational evaluation, trying to clarify its meaning and exposing the distinction between evaluation and other related concepts. This article reviews the evaluation literature through an analytical framework representing issues addressed by major evaluation approaches in education. The analytical framework is comprised of 10 dimensions referring to: (1) the definition of evaluation, (2) its functions, (3) the objects of evaluation, (4) the variables that should be investigated, (5) criteria that should be used, (6) the audiences that should be served, (7) the process of doing an evaluation, (8) its methods of inquiry, (9) the characteristics of the evaluator, and (10) the standards that should be used to judge the worth and merit of an evaluation. Some implications for the advancement of evaluation theory and practice conclude this review of the literature.
158 citations
TL;DR: The authors reviewed eight theories or models presenting holistic conceptions of student learning in classroom settings (Bennett, 1978; Bloom, 1976; Bruner, 1966; Carroll, 1963; Cooley & Leinhardt, 1975; Gagne, 1974; Glaser, 1976, Harnischfeger & Wiley, 1976).
Abstract: This paper reviews eight theories or models presenting holistic conceptions of student learning in classroom settings (Bennett, 1978; Bloom, 1976; Bruner, 1966; Carroll, 1963; Cooley & Leinhardt, 1975; Gagne, 1974; Glaser, 1976; Harnischfeger & Wiley, 1976) To be included, a model or theory was required to describe variables important to the performance of individual learners or single instructional tasks Most models also derived implications for the organization of curriculum and/or group instruction Following discussions of the eight models, major constructs posited by different theorists are cross-tabulated and related to factors of the model of educational productivity (Walberg, 1980)
141 citations
TL;DR: A review of the role of play in child development can be found in this article, where a number of experimental and correlational studies are reviewed, classified in terms of their major correlates or dependent variables.
Abstract: The past decade has witnessed growing interest in the role of play in child development, prompting numerous research studies on the effects and correlates of playful behavior. This paper reviews these studies in an attempt to assess the current status of this important area of inquiry. The paper begins with a discussion of the role of play in major developmental theories. Next, a number of experimental and correlational studies are reviewed. These studies are classified in terms of their major correlates or dependent variables: (a) creativity, (b) problem solving, (c) language development, (d) logical skills, and (e) social knowledge. The designs of the studies are critically examined, and problems of internal and external validity are noted. Recommendations are made for future research.
TL;DR: In this paper, the results of the research are presented in terms of the process and of the subprocesses of writing (planning, translating, renewing, and revising).
Abstract: Writing research has undergone a transformation: Research techniques have expanded beyond the classical experimental paradigm. The methodologies employed in recent research on the composing process are discussed. These methodologies include laboratory case studies of the composing process, naturalistic studies, quasi-product studies that interpret results in terms of the process, and studies that use unique procedures. The results of the research are presented in terms of the process and of the subprocesses of writing (planning, translating, renewing, and revising). Limitations of the methodologies are explored, and conclusions about the results are presented.
TL;DR: In this article, the authors present results from a meta-analysis of findings on the effectiveness of coaching for achievement tests, which came from 30 controlled studies of coaching programs and showed that the effect of coaching was to raise achievement test scores by.25 standard deviations.
Abstract: This article presents results from a meta-analysis of findings on the effectiveness of coaching for achievement tests. The data for the meta-analysis came from 30 controlled studies of coaching programs. In the typical study, the effect of coaching was to raise achievement test scores by .25 standard deviations. Effects varied, however, with the level of the training intervention. They were smaller for short test-taking orientation sessions, larger for more extensive programs of drill and practice, and largest in a single lengthy program designed to improve broad cognitive skills. Effects also were related directly to the number of contact hours in the coaching program.
TL;DR: In this paper, a meta-analytic synthesis of findings from 51 studies indicated that use of an individualized teaching system has only a small effect on student achievement in secondary school courses.
Abstract: This meta-analytic synthesis of findings from 51 studies indicated that use of an individualized teaching system has only a small effect on student achievement in secondary school courses. This result was consistent across a variety of academic settings and research designs and held true for both published and unpublished studies. In addition, individualized teaching systems did not contribute significantly to student self-esteem, critical thinking ability, or attitudes toward the subject matter being taught. Findings from studies of individualized college teaching are strikingly different from these secondary school findings.
TL;DR: In this article, the authors examined teachers' attitudes toward children from the perspective of role theory, based on existing analyses of the school as a social system, three school roles for children are formulated: pupil, receptive learner and active learner.
Abstract: In this paper, teachers' attitudes toward children are examined from the perspective of role theory. Based on existing analyses of the school as a social system, three school roles for children are formulated: Pupil, receptive learner, and active learner. Their relationship to the hidden and academic curricula of the school is discussed. The extant literature in three major areas of research on teacher attitudes is analyzed in terms of their interactions with each of the three children's school roles and with children's sex roles. The implications of these interactions for the differential educational experiences of boys and girls are considered. The paper concludes with recommendations for future research.
TL;DR: In this article, the impact of intergovernmental grants on educational spending is assessed using 40 published works from the past two decades within a theoretical frame-work, highlighting the specific problems they set out to analyze, the models constructed, and the statistical procedure used.
Abstract: In this paper we assess the impact of intergovernmental grants on educational spending. First we discuss the theoretical effects of different types of grants. Next we present the general features and findings of 40 published works from the past two decades within this theoretical frame-work. We highlight the studies for the specific problems they set out to analyze, the models constructed, and the statistical procedure used. Finally, based on the review of these studies, we provide some approximate estimates of the impact on educational spending of categorical grants, matching grants, block grants, and general revenue sharing grants. We also discuss some of the conceptual and statistical issues involved in assessing the impact of intergovernmental grants on educational spending.
TL;DR: In this article, the authors argue the need to consider the sociopolitical dimension of this construct, in addition to the conceptual and design criteria dimensions, in order to select definitions of classroom writing competence.
Abstract: As various competing definitions of classroom writing competence emerge, researchers must essentially confront the question, “On what basis does one select one definition over another?” To answer this question, this paper argues the need to consider the sociopolitical dimension of this construct, in addition to the conceptual and design criteria dimensions. The paper begins by noting that all definitions of classroom writing competence represent partially specified, or simplified, definitions. To illustrate the principles of partial specification in writing research, six emerging paradigms of writing research are considered. It is shown that each of these paradigms makes contradictory claims as to what constitutes the principal causative context of classroom writing competence. The sociopolitical implications for each of these paradigm’s partial specifications are discussed in terms of five purposes of education. The paper concludes by reiterating the need to select definitions of classroom writing compet...
TL;DR: A review of the literature for improving reading in the social studies resolves apparent conflicts among studies by examining what types of treatments are most effective for which pupils and under what circumstances as mentioned in this paper.
Abstract: This review of the literature for improving reading in the social studies resolves apparent conflicts among studies by examining what types of treatments are most effective for which pupils and under what circumstances. The review found that providing reading and study-skill instruction in the social studies curriculum can raise achievement scores in both reading and social studies to higher levels than what pupils would achieve without instruction. However, only some of the treatments were successful. In those that were, teachers played an important role in designing the instructional program, were able to implement the treatment of their choice, and/or modified it during the implementation phase. Also, treatments that were multidimensional had a higher success rate than those that consisted of only one or a few activities or materials. And finally, in the successful treatments the teacher played an active role in the classroom rather than relying on written overviews and exercises used by pupils alone o...
TL;DR: The literature reviewed for this paper was placed in three categories: studies with quasi-legalistic assertions for and against board involvement in decisions about academic matters, surveys of the perceptions and opinions of trustees, administrators, and faculty about board responsibilities for decisions regarding academic matters; and studies that address what boards of trustees actually decide about academic affairs as discussed by the authors.
Abstract: The literature reviewed for this paper was placed in three categories. The categories emerged from the scope of the literature base, which ranged from official documents, through impressions by participants in the governance process, to reports of systematic observations of what trustees do. The trustee activity that was the focus for the review was academic affairs. Academic affairs are those that have an obvious and direct relationship to curriculum and instruction and to faculty and students in their scholarly role.Specifically, the three types of literature include: (1) studies with quasi-legalistic assertions for and against board involvement in decisions about academic matters; (2) studies that offer surveys of the perceptions and opinions of trustees, administrators, and faculty about board responsibilities for decisions regarding academic matters; and (3) studies that address what boards of trustees actually decide about academic affairs.The authors apply two ideological assumptions to their revie...
TL;DR: This article pointed out the serious misrepresentations of the facts in a review article that recently appeared in this journal (Nagy & Griffiths, 1982) and demonstrated serious limitations in its treatment of several critical methodological and theoretical issues as well.
Abstract: I wish to call attention to what I consider to be extremely serious misrepresentations of the facts in a review article that recently appeared in this journal (Nagy & Griffiths, 1982). Not only are facts misrepresented, but the review demonstrates serious limitations in its treatment of several critical methodological and theoretical issues as well. First, I will elaborate on the misrepresentations of the facts. Then, for those who are interested, I will discuss limitations of their treatment of important methodological and theoretical issues in a companion rebuttal. As my work was most heavily misrepresented and criticized, I will generally limit my remarks to its treatment by Nagy and Griffiths. It should be noted, however, that other researchers received extensive and, in my judgment, unjustified criticism as well.
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TL;DR: In this paper, the authors admit that they made some minor, unintentional errors in their paper, for which they sincerely apologise, and they reject the suggestion that this removal makes a material difference to the implications of their points.
Abstract: Professor Lawson has found some minor, unintentional errors in our paper, for which we sincerely apologise. His comments would lead one to believe that he has rebutted our criticisms, but in every case, he is either sidestepping the main issue or attempting to change the sense of the literature. Briefly, there are three cases in which we deny his charge that we have changed meaning: one a quote beginning in mid-sentence, the second an accurate paraphrase, and the third, a longer citation. There are two cases in which he claims never to have made an attributed statement, but in each we have simply cited the wrong Lawson reference. In the sixth case, we have made an irrelevant addition error. In every case, our criticism is hardly addressed, let alone answered. We now deal with his points in order. First Issue We dropped six words from a sentence in Lawson and Renner (1975), in the interests of brevity. We reject the suggestion that this removal makes a material difference to the implications of their points. Second, the capitalized "Concrete" was an editorial decision and does not occur in our submitted manuscript.