A Comparison of Academic Aptitudes,Certain Values,and Personal and Background Characteristics of Students in Off-Campus Centers and on Central Campus of the Same University

Abstract

Three groups of conduct problem Students in three suburban junior high schools participated in sixteen sessions of a structured teaching and counseling program. Each session was conducted as a seminar in which the counselor led Ss in a discussion of some aspect of frustration and aggression theory in an attempt to induce Ss to relate the theoretical concepts to their own behavior. No significant differences were found between experimental and control Ss on a behavior rating scale, although there was a Treatments x Groups interaction for grade point average (GPA).     

Handwriting: Copying Versus Tracing as the Most Effective Type of Practice

Abstract

Kindergarten and second grades Ss were given either copying or tracing practice exercises in teaching them to reproduce ten shorthand forms from memory. At the end of the five-week treatment period, the copying treatment group in both grades achieved significantly higher post test scores. No significant interaction between treatment condition and grade was found. Results corroborate the findings of an earlier study by Hirsch and Niedermeyer in which a different tracing strategy was employed.     

Interactions between Instructional Methods and Styles of Concept Learning

Abstract

Statistical interactions between Conceptual Levels Test (CLT) scores and deductive vs. inductive teaching methods were examined among 275 sixth grade pupils. The purposes of the study were to determine whether the two methods are most effective among different students, and whether CLT scores predict which students should receive each kind of instruction. Subjects were randomly assigned to deductive and inductive groups for instruction in critical thinking. Repeated measures of achievements and attitudes provided four sets of criterion scores. The regression of criterion scores on CLT scores yielded one significant disordinal interaction and four confidence intervals within which deductive teaching was significantly more effective than inductive instruction. Regions in which inductive teaching was significantly superior were not observed. While deductive instruction was advantageous for some learners, neither high, medium nor low CLT scorers benefited consistently from inductive teaching.     

Freedom of Choice,Task Performance,and Task Persistence

Much current educational literature argues that providing the learner more freedom in the learning situation enhances the learning process. This experiment tested two relevant hypotheses: (1) Ss who freely choose a task will perform better at that task than Ss who are forced to do it; and (2) Ss who freely choose a task will persist longer at that task than those who are forced to do it. The experiment employed a yoked-8 design in which the first S chose to perform any of five tasks, while the second S was forced to perform that same task. The results supported only the second hypothesis. A suggested explanation of the effects of freedom of choice as a psychological variable was presented.     

The Usefulness of Time Lines in Learning Chronological Relationships in Text Materials

Methodological problems, have limited the usefulness of findings from experiments into learning by discovery. By using programmed instruction materials, a within-class design, and other controls, an attempt was made to remove confounding. Two tasks were used: concept learning and principle learning. For each task, a separate 2x2x2 factorial design containing sixteen Ss in each cell was used. Independent variables were instructional method (egrule and ruleg), school grade (9 and 5), and intelligence (high and average). A set of eight different measures, involving retention, transfer, and ease of relearning, was used for each task. It was found that the egrule and ruleg methods did not differ significantly, and that interaction between instructional method and the other variables was low.     

Training in Inductive Reasoning and Problem Solving

The present study investigated the effects of an inductive reasoning training program for teaching children (Klauer, 1989b). The experiment assessed the effects of training and the range of transfer of the training achieved. The subjects were 34 third-grade primary school children of average ability. The children were matched on age, sex, and IQ. Children from the training condition (N = 17) received a 1-week course of training (five 30-min sessions). The results demonstrated a significant, positive training effect on childrens′ performance of inductive reasoning tasks. A near-far transfer was observed, i.e., children were able to solve tasks in which they had not been trained. These effects persisted for 4 months. Far-far transfer, however, was not observed, because the children were not able to solve mathematics problems which relate to inductive reasoning, in which they had received no training. Implications for training children within the context of regular schools and the range of transfer are discussed.     

A 5-Year Follow-Up Study of High Ability Achieving and Nonachieving College Freshmen

Abstract

This study investigated the present status and significant differences between high ability achieving and nonachieving college freshmen of a 1960-61 study. The Ss were students at the University of Kentucky and had scored in a percentile range of 95 to 99 on the College Qualification Tests (CQT). The psychosocial data were collected by means of a questionnaire, and significant differences were determined through the chi-square method of statistical analysis. The resulting profiles indicate the possibility that many high ability non-achievers might achieve if they were given early guidance and were allowed the opportunity to change their academic programs.     

A Quantitative-qualitative Analysis of Selected Social Science Generalizations in Social Studies Textbooks in the Intermediate Grades

Abstract

A 4 × 4 Latin Square design with trend analysis was utilized to determine if practice in problem solving, accompanied by questions directed toward developing types of behavior characteristic of successful problem solvers could be a method of improving selected problem-solving skills. Results were that Ss’, ability to extract information from the statement of a problem and combine operations in order to arrive at solutions did improve significantly while ability to retrieve information and offer correct overt responses did not improve significantly. Indications are that, although certain problem-solving skills may lend themselves to immediate improvement, improvement in the product or final solution to problems may come after a prolonged period of practice in using improved problem-solving skills.     

The Educational Significance of Mental Tests

Abstract

The purpose of this study was to investigate the effectiveness of a training program in creative thinking and problem solving on children from varying racial backgrounds and social-class levels. The Ss were 218 fifth and sixth grade students. All Ss were administered the Torrance Tests of Creative Thinking, Form A. The experimental Ss participated in the eight-week Productive Thinking Program and the control Ss in the Gates-Peardon Reading Exercises. At the completion of the Program, all Ss were administered the Torrance Tests of Creative Thinking, Form B. The results indicate that participation in the Productive Thinking Program enabled the students to improve their creative thinking and problem-solving abilities. Neither race nor social-class level affected the child's ability to increase these skills.     

Grouping by Sex at the First and Second Grade

Abstract

Male and female students in equal numbers from first and second grade were selected without bias from control and experimental classes. The experimental classes consisted of instructional groups arranged homogeneously by sex. The duration of the study was one year, Reading vocabulary and comprehension were examined by analysis of covariance with IQ as the covariate. Personal, social and total adjustment scores were examined in a 2x2x2 factorial, repeated measures design using analysis of variance procedures. Auditory discrimination scores also were examined using the analysis of variance. Teacher reports were made in an unstructured manner. General lack of significant differences and generally unfavorable reactions of teachers to homogeneous grouping by sex lead to the conclusion that boys and girls can profitably remain together for instruction at the first and second grade.     

A Comparison and Evaluation of Two Methods of Organization for the Teaching of Reading

Abstract

In order to test the hypothesis that field independence would interact with level of guidance, students in five mathematics classes were randomly assigned to either a low guidance or a high guidance treatment group for a week of instruction. Both treatments used an inductive sequence of instruction on the topic of networks. Students were assessed on two aptitudes, field independence and general reasoning. Achievement was significantly better (p > .05) in the high guidance group than the low guidance group on both the posttest and the retention test. No significant interactions with the aptitude variables were found.     

The Effects of Cooperative Mastery Learning Strategies on Mathematics Achievement

Abstract

This study investigated the effects of student-teams using mastery learning strategies (STML) on mathematics achievement of fifth-grade children (N = 134). The experiment used a 2 x 2 (Student Teams x Mastery Learning) factorial design. Results showed higher achievement gains for pupils exposed to STML than for those exposed through more traditional instruction. The data further indicated that learning in small groups promoted only computational skills whereas mastery learning strategies improved both computation and comprehension. In addition, the benefits of the methods for high-, medium-, and low-ability students were examined and discussed.     

A comparison between a Neuro-Physiological Psychotherapy (NPP) treatment group and a control group for children adopted from care: Support for a neurodevelopmentally informed approach to therapeutic intervention with maltreated children

BackgroundLittle evidence exists regarding outcomes of therapeutic interventions for maltreated children who are removed from their birth families and then adopted. This study follows on from a previous evaluation of the Neuro-Physiological Psychotherapy (NPP) model, which found significant, positive and sustained post-treatment change.ObjectiveTo compare the outcomes for the NPP intervention group to those of a control group.Participants and settingParticipants were families who received the NPP intervention and families who, following assessment, did not receive the NPP intervention as recommended.MethodsGroups were matched in terms of demographics and presentation at assessment. A comparison of outcomes took place using ANCOVA.ResultsSignificant differences were found between group measures of Behavioral Regulation Index (moderate effect size, Cohen’s d = .435; F(1, 1505) = 14.476, p = .000) and Global Executive Functioning (BRIEF) (small effect size, Cohen’s d = .147; F(1, 3506) = 7.771, p = .008); mental health difficulties common in maltreated children (ACC/ACA) (small effect size, Cohen’s D = .212; F(1, 1100) = 6.197, p = .020) and externalizing behavior (CBCL) (small effect size, Cohen’s D = .025; F(1, 686) = 5.420, p = .025). A comparison of parent responses on quantitative aspects of a structured interview using chi-square analysis revealed significant differences between the groups on relationship quality (x2 (2, N = 53) = 10.453, p = .005 with a medium effect size, Cramer’s V = .444), disruption (x2 (1, N = 54) = 4.998, p = .025. The effect size was medium with Cramer’s V = .304), parental separation rates (x2 (1, N = 45) = 9.474, p = .002. The effect size was moderate with Cramer’s V = .459) and several indicators for longer-term social inclusion. The results are discussed in the light of the model’s neurodevelopmental and sequential approach, which focuses on sensory integration, affect regulation and therapeutic life story work alongside parent and school support.ConclusionsImplications regarding current treatment guidelines for this population are discussed; and a call is made for interventions which actively consider and address the neurodevelopmental impact of maltreatment.     

Effect of an Intervention Program on “Hign Risk” Spanish American Children1, 2

Abstract

Mental ability, language development (English), language development (Spanish) and self-image changes were studied as effects of an early intervention program for preschool children. Ss were fifty 3-, 4-, and 5-year old children from disadvantaged backgrounds and from bilingual cultures. Sa also exhibited a number of additional handicapping factors. Differences between groups (N = 30 for experimental and N = 20 for control) were analyzed with analysis of covariance utilizing pretest scores as covariates. Results indicated that intervention Ss made significantly greater gains in mental ability, language (English), and made greater gains in language (Spanish). Also, intervention subjects demonstrated a positive growth in self-image.     

Measurement of College Level Reading Competence in A Content Area

Abstract

The effects of overt verbalization anti practice on problem solving ability were examined. The 100 secondary school students who served as Ss were divided into four groups: (1) those who received practice word problems and solved problems while thinking aloud, (2) those who did not practice but solved problems while thinking aloud, (3) those who practiced but did not verbalize, and (4) those who received no practice and did not verbalize. Analysis of variance revealed that neither overt verbalization nor practice significantly influenced problem solving scores. However, Ss who were required to think aloud made significantly more computational errors than those who worked without verbalizing.     

A Review of Research on Haptic Perception

Abstract

Formulated by Piaget and indirectly brought into focus by the Montessori methodology, haptic perception is a relatively new concept in American education. Work in England and Russia antedates that found in the United States. Concannon and Coyle completed studies in haptic perception with young children from Montessori and non-Montessori classes. Differences in kind of treatment were non-significant (individual vs. group teaching) while Ss in Montessori classes differed significantly from non-Montessori Ss.     

An Evaluation of Montessori and Day Care Programs for Disadvantaged Children

Abstract

This study compared Montessori and day care compensatory programs for disadvantaged children. Ss in the treatment programs were compared to a disadvantaged control group and an advantaged middle-class control group on eight tests of cognitive skill and on a composite factor score derived from the eight tests as a single summary index. Analysis indicated that treatment differences existed on six of the nine analyses. Both preschool programs were effective in raising levels of performance beyond those of other disadvantaged Ss and both approached middle class levels of performance, yet the treatment groups did not differ from each other.     

Effects of Learner Ability and Instructional Modifications on Time Needed for Learning and Retention

Abstract

The present study used measures of learner ability and modifications of an individual experimental learning task to examine time needed for learning (measured by the number of trials to criterion on a single unit of social studies material) and retention (measured by the number of items answered correctly on a criterion test administered 10 days later) in 129 fourth-grade children. Regression analyses showed significant treatment effects for time needed and significant ability effects for retention. The ability x treatment interactions made small, but significant, contributions to the prediction of both dependent measures. Findings are discussed in relation to Carroll’s (1963a) model of school learning.     

Role Perceptions of Secondary Teachers as Related to Pupils' Perceptions of Teacher Behavioral Characteristics

Abstract

Role expectations of 178 Georgia secondary teachers as measured by TPQ (6), pupils’ perceptions as measured by POSR (7), and pupils' attitudes (2) were analyzed by sex" age, experience, perception, field, grade level, and selected interaction effects. Science and mathematics teachers perceived the Advice-information Giver Role as more important than did social studies teachers. Age and sex differentially influenced teachers’ perceptions of the Motivator Role- Grade level and sex-by-field interaction produced significant differences in Disciplinarian Role. From pupils' viewpoint (POSR), the experienced teacher was more knowledgeable and poised than the beginning teacher. For Strict Control, sex, experience, field, and sex-by-field interaction were significant. Pupils had more favorable attitudes toward women teachers.