Testing Role Models’ Differential Effect on Use of Aggressive Compliance Gaining Strategies

Using a repeated measures design, this empirical study confirmed that a differential relationship exists between significant role models’ use of aggressive compliance gaining strategies (ACGS) and an individual’s use of the same in romantic and non-romantic interactions. As expected, peer use was found to have the strongest relationship to individual use of ACGS with romantic partners. Unexpected was the similarity in strength of parent and peer use to individual use of ACGS with non-romantic partners. Relevance and opportunity are mechanisms used to explain role model impact as an antecedent variable of ACGS use. Future studies to advance theory regarding aggressive communication are discussed.     

The effect of A teacher questioning strategy training program on teaching behavior,student achievement,and retention

The use of questions in the classroom has been employed throughout the recorded history of teaching. One still hears the term “Socratic method” during discussions of questioning procedures. The use of teacher questions is presently viewed as a viable procedure for effective instruction. This study was conducted to investigate the feasibility of training teachers in the use of a questioning technique and the resultant effect upon student learning. The Post-Test Only Control Group Design was used in randomly assigning teachers and students to experimental and control groups. A group of teachers was trained in the use of a specific questioning technique. Follow-up periodic observations were made of questioning technique behavior while teaching science units to groups of students. Post-unit achievement tests were administered to the student groups to obtain evidence of a relationship between the implementation of specific types of teacher questions and student achievement and retention. Analysis of observation data indicated a higher use of managerial and rhetorical questions by the control group than the experimental group. The experimental group employed a greater number of recall and data gathering questions as well as higher order data processing and data verification type questions. The student posttest achievement scores for both units of instruction were greater for the experimental groups than for the control groups. The retention scores for both units were Beater for the experimental groups than for the control groups.     

Book reviews

Ohne Zusammenfassung

---

Book reviews

---

Analyses bibliographiques