A Comparison of Summer School and Regular Session Achievement in Eleventh Grade American History

Abstract

The purpose of the present study was to investigate the possible relationships between improvement in group counseling and changes in assessed creativity. It was hypothesized that creativity is positively related to mental health and that subjects who were judged improved after 30 hours of group counseling would also show improvement on variables typically associated with creativity. Thirty-eight subjects who participated in a group counseling experience over a 15-week time span were pre- and posttested on various measures of creativity, and pre- and post-rated on Rogers’ elements of creativity, i.e., (1) Openness to experience; (2) Locus of evaluation; (3) Ability to toy with ideas. At the end of the experimental time the subjects were assigned to either an improved or unimproved category on the basis of therapists’ ratings, outside judgments, and Q adjustment scores. The results indicate that improvement in group psychotherapy correlates significantly with gains in ratings on the more dynamic aspects (creative life style) of creativity. The correlations with the more cognitive measures of creativity were in the predicted direction but not significant. Further research was suggested.     

Effects of Within-Class Grouping on Student Achievement: An Exploratory Model

Abstract

In this meta-analysis, the authors attempted to develop a parsimonious model of factors that account for the significant variability in the findings on the effects of within-class grouping on student achievement. Two weighted least squares regression models were tested using 103 independent findings from 51 studies at elementary through postsecondary grades. Results indicate that the most important study features that accounted for 48% of the total variance include outcome measure source, teacher training equivalence, grouping basis, type of small-group instruction method, grade level, and relative ability of students. Goodness-of-fit statistics indicate that the model fits the data and that the remaining variance may be explained by sampling errors.     

The Effects of Computer-Enhanced Vocabulary Lessons on Achievement of ESL Grade School Children

No abstract available for this article.     

Student Self-Evaluation in Grade 5-6 Mathematics Effects on Problem- Solving Achievement

We examined the effects of self-evaluation training on mathematics achievement. When Grade 5-6 students self-evaluated for 12 weeks (N = 259 treatment, 257 control) treatment students outperformed control students (ES = .40). The findings contribute to the consequential validity argument for self-evaluation. Considered in the context of previous research, these results indicate that subject moderates the effects of self-evaluation on achievement.     

The Long-Term Effects of Small Classes in Early Grades: Lasting Benefits in Mathematics Achievement at Grade 9

Reducing class size to increase academic achievement is a policy option currently of great interest. Although the results of small-scale randomized experiments and some interpretations of large-scale econometric studies point to positive short-term effects of small classes, some scholars view the evidence as ambiguous. Project STAR in Tennessee-a 4-year, large-scale randomized experiment on the effects of class size—provided persuasive evidence that small classes have immediate positive effects on academic achievement. Unlike most other early education interventions, these effects persisted for several years after the children returned to regular-sized classes. The authors of the present article report analyses of a 6-year follow-up of the students in that experiment. Class-size effects persisted for at least 6 years and remained large enough to be important for educational policy. The results suggest that small classes in early grades have lasting benefits and that those benefits are greater for minority students than for White students.     

成就目标研究的历史及面临的问题

Dweck和Nicholls是成就目标理论研究的先驱,他们同时提出了两个类似的成就目标概念。在总结二人概念的共同点的基础上,介绍Ames等人在成就目标研究领域中的整合性研究及Elliot的扩展研究;指出成就目标研究中所面临的四个问题：概念界定的分歧、概念的操作化问题、概念术语的整合、成就特质与状态之争。     

市场营销能力对产业发展能力的影响

在现代市场条件下,产业的发展能力在很大程度上取决于其产业内企业的整体营销能力。在技术、市场、资源等条件不变的情况下,产业的发展速度与市场营销能力成正比,与生产能力成反比。要提高我国产业的发展能力,就必须加强产业内企业的整体营销能力。     

A Study of Ability Grouping and the Self-Concept

Abstract

This study Investigated the relationships between acceptance of self, academic self-concept and two procedures used to group seventh-grade students for Instruction. The two facets of the self-concept were indexed for 323 heterogeneously grouped students and 244 homogeneously grouped students. Chi-square tests were applied to study the data by total groups, sex and achievement levels. Regardless of grouping procedures used, high achievers reported significantly more positive academic self-concepts (.01), while these concepts for low achievers were significantly less positive (.01). No other significant differences were found. It was concluded that grouping procedures do not significantly effect either facet of the self-concept, but success In school significantly influences the academic self-concept regardless of the grouping procedure used.     

美国历史上保守主义的演化

20世纪70年代之后,保守主义逐渐复兴并开始与自由主义比肩而立、分庭抗礼,对美国历史产生了深刻影响。对美国保守主义传统及其演变和发展过程加以分析梳理,以期对这一思潮有更深刻的理解。     

Ability Grouping Practices in the Primary School: A survey

In 1997, the DfEE suggested that schools should consider 'setting' pupils by ability as it was believed that this would contribute to raising standards. This survey of primary schools aimed to establish the extent to which primary schools, with same and mixed age classes, implement different grouping practices including setting, streaming, within class ability and mixed ability groupings for different curriculum subjects. Schools were asked to complete a questionnaire indicating their grouping practices for each subject in each year group. The findings showed that schools predominantly adopted within class ability groupings, either mixed or ability grouped, for most subjects. Ability grouping (within class and setting) was most common in mathematics, followed by English and science. Its implementation increased as pupils progressed through school. The type of setting adopted, same or cross-age, tended to reflect the nature of the class structures within the school.     

美国中小学历史教育培养学生能力问题研究及启示

通过历史教育来培养学生的能力,是任何一个国家基础教育改革和发展过程中必须关注的问题.美国中学历史教育从国家历史教育长远着手制订了系统化和一体化的学生能力培养目标.对美国中学历史教育过程中学生能力培养目标进行比较系统的考察分析,对当代我国中学历史教育教学及深层反思,构建未来具有中国特色的历史教育学科能力路径有所帮助.     

蒋廷黻史学成就概述

二十世纪三、四十年代的中国近代史研究同现实息息相关,受到各派政治力量的密切关注。蒋廷黻正是这一时期著名的外交家和历史学家,本文简要分析他对中国近代外交史开拓性的贡献和所著《中国近代史》一书基本内容、特点和对近代史学科建设的推动作用。     

4—6年级小学生自我监控学习能力的发展

该研究以4～6年级357名小学生为研究对象,采用问卷法考察他们自我监控能力的发展。结果表明：（1）4～6年级小学生自我监控学习能力整体水平及计划、监控、调节三个维度的年级差异显著,从四年级到五年级呈现快速下降趋势,而五年级与六年级间变化不显著;（2）自我监控学习能力的整体水平和计划、监控、调节三个维度均存在显著的性别差异,女生显著高于男生。     

The Influence of Certain Social Factors upon Scores in the Stanford Achievement Tests

Abstract

Cognitive changes in socially disadvantaged children in Grades 5 to 7 who were participating in a one-to-one tutoring program in Israel were assessed. Tutors were university students who received a partial tuition rebate if they met their child twice a week in 2-hour sessions over a 7-month period. The progress of a sample of tutored children was compared to that of a sample of nontutored children in mathematics, reading (Hebrew), and English. The tutored children were not found to be at an advantage on the tests although other data from tutors, parents, children, and teachers indicated that the project should be having an impact on academic achievement.     

成就目标定向对中学生成就动机的影响

中学生成就目标的确立与否、确立的成就目标的类型以及对所设定目标的评价性反应这三个因素都会对中学生的成就动机产生影响。成就目标定向对教育的启示,主要表现为教师应该帮助学生设定个性化的成就且标,以更好地激发中学生的成就动机。