Showing papers on "Academic achievement published in 1976"
TL;DR: In this article, a 27-item QSL scale is presented that shows reliability and validity across educational levels (elementary, middle and high school) based on 4,266 student survey responses.
Abstract: The Quality of School Life (QSL) is defined by three dimensions of student reactions: (1) satisfaction with school in general, (2) commitment to school work, and (3) attitudes toward teachers. A 27-item QSL scale is presented that shows reliability and validity across educational levels (elementary, middle and high school) based on 4,266 student survey responses. Concurrent and discriminative validity is demonstrated using measures of academic achievement, participation, personality, family background, and sociometric data from peers and teachers. Scaling techniques, factor analysis, and an extension of Sechrest’s test for incremental validity document the multi-dimensional design of the scale.
380 citations
TL;DR: In this article, a series of studies were reported which indicate that high communication apprehensives have lower academic achievement in traditional interaction-oriented educational systems than low communication apprehension, but that no similar relationship exists in a communication-restricted educational system.
Abstract: A series of studies are reported which indicate that high communication apprehensives have lower academic achievement in traditional interaction-oriented educational systems than low communication apprehensives, but that no similar relationship exists in a communication-restricted educational system. Data are also reported indicating that high communication apprehensives prefer mass lecture classes over small classes while moderate and low communication apprehensives' preferences are the reverse. The implications of these results for choosing or designing instructional systems are discussed.
227 citations
TL;DR: Although studies on teacher behaviors and teacher effects have been reported since 1940, the modern era of this research began in 1957 with the work of investigators such as Flanders, Medley, and Mitzel as discussed by the authors.
Abstract: Although studies on teacher behaviors and teacher effects have been reported since 1940, the modern era of this research began in 1957 with the work of investigators such as Flanders, Medley, and Mitzel. Even since then, the number of studies has been small. Fewer than 25 studies have been conducted on any specific variable such as teacher praise or teacher questions, and these studies are spread across all grade levels, subject areas, and student backgrounds.
197 citations
TL;DR: This article studied differences in the perception of problem students among 1,347 male and female 4th graders, their teachers, and their parents in the Netherlands and found that parents and teachers were more consistent in their perception of students' academic achievement.
187 citations
TL;DR: The authors found that neither physical facilities nor characteristics of teachers match the strength of pupil socioeconomic status and other indices of the pupil's out-of-school environment, and that the primacy attributed to socioeconomic status can now be generalized beyond the United States to Great Britain, to Western Europe, and throughout much of the industrialized world.
Abstract: "School variables "account for only a modest proportion of variance in academic achievement. Neither physical facilities nor characteristics of teachers match the strength of pupil socioeconomic status and other indices of the pupil's out-of-school environment. These findings, so vividly portrayed in the Coleman and Jencks studies, can now be generalized beyond the United States to Great Britain, to Western Europe, and (relying on the recently published IEA data) throughout much' of the industrialized world. These conclusions are less qualified for less industrial societies, however. Facilities seem to have a larger impact and socioeconomic status appears to have less effect than would have been expected. This discussion explores recent results with an eye on two specific questions. First, can the primacy attributed to socioeconomic status be generalized beyond industrialized societies? Second, do school facilities and teacher characteristics have more impact on achievement in societies at the lower end of the industrial spectrum?
159 citations
146 citations
TL;DR: The authors found that teachers only minimally affect student achievement and pointed out that the role of the teacher in accounting for educational outcomes was minimized by advocates of performanceor competency-based teacher education.
Abstract: Advocates of performanceor competency-based teacher education, state-mandated evaluation programs such as the Stull Bill in California, and teacher accountability systems all suffer to some degree from ostrichism. Ostrichism is a common disease often afflicting education. Its cause lies in a premature commitment to a particular educational movement. Behavioral symptoms include the practice of sticking one’s head into the sand when problems appear, in the hope that the problems will go away. The particular educational movement which is inducing the current epidemic of ostrichism is the commitment of educators to competency training and evaluation without the existence of empirical evidence linking teacher behavior to student outcomes in classroom settings. The Coleman report (1966) and its offshoots (Jencks, 1972; Mosteller and Moynihan, 1972) have minimized the role of the teacher in accounting for educational outcomes. These investigators claim that family background, socioeconomic status, ethnicity, and the like are the major causal variables that affect between-school differences in achievement. They imply that teachers only minimally affect student achievement. Heath and Nielson (1974) reached the same conclusion in their review of the studies of teacher clarity, use of student ideas, criticism, enthusiasm, and other variables commonly accepted as skills or competencies. They concluded first that there is
142 citations
TL;DR: This article investigated the multidimensional differences in freshman perceptions of the academic and non-academic experience of college associated with varying amounts of informal contact with faculty and found that high and moderate interactors ranked faculty members significantly higher as a source of positive influence on both their intellectual and personal development than did low interactors.
Abstract: This study investigated the multidimensional differences in freshman perceptions of the academic and non-academic experience of college associated with varying amounts of informal contact with faculty. A stepwise discriminant analysis indicated that two factor dimensions, termed Interest Value and Practical Appeal, best distinguished between groups of freshmen categorized as high, moderate and low interactors. High and moderate interactors were characterized by more positive ratings than were low interactors of their academic program on both dimensions and of their non-academic life on Interest Value. Academic achievement, as measured by cumulative freshman grade point average, contributed relatively little to discrimination among die three groups. Additional analysis also indicated that high interactors ranked faculty members significantly higher as a source of positive influence on both their intellectual and personal development than did low interactors. Moreover, in a follow-up analysis of the...
138 citations
TL;DR: In contrast, the teaching process paradigm focuses on various aspects of teacher and student behavior judged to be worthwhile in their own right or linked to student achievement in previous research as discussed by the authors, and neither paradigm has identified consistent, replicable features of human teaching that lead directly or indirectly to valued student outcomes.
Abstract: Recent research on teaching has followed two lines of inquiry. One is the criterion of effectiveness paradigm, and the other is the teaching process paradigm (Gage, 1972). The criterion of effectiveness paradigm uses pupil outcomes-usually achievement-as a measure of teacher effectiveness. In contrast, the teaching process paradigm focuses on various aspects of teacher and student behavior judged to be worthwhile in their own right or linked to student achievement in previous research. Neither paradigm has identified consistent, replicable features of human teaching that lead directly-or even indirectly-to valued student outcomes. Consistent conclusions from research on teaching are that teacher effects on pupil outcomes are
123 citations
TL;DR: In this article, the authors present the major elements or components of teacher expectancy research together with the hypotheses that support expectancy effects and propose a set of competing hypotheses, including student achievement and teacher expectations.
Abstract: In this paper we present the major elements or components of teacher expectancy research together with the hypotheses that support expectancy effects. We also propose a set of competing hypotheses. Research is reviewed that is pertinent to both expectancy hypotheses and our alternative hypotheses. For example, one major expectancy hypothesis is that teacher expectations influence student achievement. An alternative hypothesis is that student achievement influences teacher expectations. In this review, a logical model is proposed that enables one to compare the effects of expectancy on achievement, achievement on expectancy, and achievement on achievement as well as to make a number of other comparisons. The expectancy research is reviewed primarily in terms of this model. It should be noted that student self-expectancy research is ignored in this review. A Model of Causal Linkages in Explaining Effects of Teacher Expectancies
TL;DR: The authors conducted a study in 5th and 6th grade classes to compare the performances of Anglos and minorities working in small interdependent learning groups with their performance in traditional, teacher-focused classrooms.
Abstract: The present study was conducted in 5th and 6th grade classes to compare the performances of Anglos and minorities working in small interdependent learning groups with their performance in traditional, teacher-focused classrooms. A covariance analysis indicated that Anglos perform equally well in both interdependent and traditional classes. Minorities performed significantly better in interdependent classes than in traditional classes.
TL;DR: The authors found that teachers form negative expectations of children who are high communication apprehensives and these expectations are discussed in terms of their probable effect on learning and the need to provide intervention programs for both children and teachers to overcome the potential negative impact of teachers' expectations on the learning of high communication apprehension.
Abstract: Two studies are reported indicating that teachers form negative expectations of children who are high communication apprehensives. These expectations are discussed in terms of their probable effect on learning and the need to provide intervention programs for both children and teachers to overcome the potential negative impact of teachers' expectations on the learning of high communication apprehensive children.
TL;DR: A 2-year, prospective follow-up of 72 hyperactive boys indicates that although drugs may continue to have a suppressant effect on impulsive and hyperactive behavior, peer status and academic achievement may not be improved.
Abstract: A 2-year, prospective follow-up of 72 hyperactive boys (94 per cent of the initial sample) examined classroom and home behavior, academic achievement, peer status, and depressive symptomatology for patients and a matched control group. Sixty-five per cent of the sample was still on medication at fol
TL;DR: In this article, a causal model is proposed to show how teacher prophecies may transmit the effects of students' social origins to their academic achievements, and the model is elaborated to include cognitive and normative dimensions of teacher expectations in a mutual influence relationship.
Abstract: Self-fulfilling prophecies within classrooms are believed to be important social phenomena for the inheritance of social inequalities. Such beliefs form the basis for a causal model designed to show how teacher prophecies may transmit the effects of students' social origins to their academic achievements. The model is elaborated to include cognitive and normative dimensions of teacher expectations in a mutual influence relationship, and to include both standardized and teacher evaluations of achievement. The results of estimating this model indicate that teachers do not engage in social class discrimination. Teachers appear to base their expectations on the achievement of students, not on students' ascribed characteristics. Moreover, the data suggest that teacher expectations affect not so much what is learned in school as the certification of this learning by the school.
01 Dec 1976
TL;DR: In this paper, the authors focus on understanding factors related to sex differences in mathematics achievement with particular attention to course-taking and find that the perception of the usefulness of mathematics, future educational and career plans and the suppert or lack of support from significant others appear to be the major factors associated with women's decisions to elect or not elect advanced courses in mathematics.
Abstract: The primary focus of this paper is on understanding factors related to sex differences in mathematics achievement with particular attention to course-taking. The perception of the usefulness of mathematics,fdr future educational and career plans and the suppert or lack cf support from significant others appear to be the major factors associated with women's decisions to elect or not elect advanced courses in mathematics. These factors are in turn influenced by. the stereotype of mathematics as a male domain. Other fadtors associated with course-taking aid achievement are attitudes towards maaematics, feelings of self-confidence, and values. Certain educational policies and practices tend to reinforce sex-iole stereotypes while some practices may promote greater course-taking and achievement. The organization of the research reported in the body of this paper is as follows: (1) Perceptions of the Career Relevance of Mathematics; (2) Influence's of Significant Others; (3) Thesyerception of Mathematics as a Male Domain; (4) Attitudesi Self-onfidence and Values; and (5)_Educational Policies and Practices.. The research studies were rather consistent in support of the premise that sex differences in mathematics 'achievement result, at least in part, from social influences. (Anthor/JLL)
01 Mar 1976
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01 Jan 197601 Jan 1976
TL;DR: There is generally widespread agreement that social class differences in intellectual development are present in older preschool children, as reflected in their performance on standard intelligence tests beginning during the third year of life, and later in their academic achievement in school as discussed by the authors.
Abstract: There is generally widespread agreement that social class differences in intellectual development are present in older preschool children, as reflected in their performance on standard intelligence tests beginning during the third year of life, and later in their academic achievement in school. However, there is disagreement about whether such differences are present in infancy. There has also been a great deal of controversy about how social class differences in intellectual development can best be explained or interpreted, as well as strong disagreement about what can or should be done about such differences.
TL;DR: The views expressed in this article are not necessarily those of the University of London School Examinations Department as mentioned in this paper, who are not responsible for the content of this article, nor for its content.
Abstract: ∗ The views expressed in this article are not necessarily those of the University of London School Examinations Department.