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| Jesunathadas, Joseph | 1 |
| Magnusson, Jamie-Lynn | 1 |
| Perry, Raymond P. | 1 |
| Rosenholtz, Susan J. | 1 |
| Saunders, Walter L. | 1 |
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| Reports - Research | 2 |
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Rosenholtz, Susan J. – Teacher, 1979
The Multiple Activities Curriculum, developed by the Stanford University Center for Educational Research, broadens the scope of classroom experiences and thinking skills required, so that students weak in the traditional academic skills of reading and language have more chance to participate in class and to feel worthwhile. (Author/SJL)
Descriptors: Academic Ability, Creative Thinking, Curriculum Development, Elementary Education
Peer reviewedMagnusson, Jamie-Lynn; Perry, Raymond P. – Research in Higher Education, 1992
A study investigated college students' (n=226) academic help-seeking behavior under task-involved and ego-involved classroom conditions, students' attributions for failure, and two types of help source (instrumental, in which the student finds his own solution, and executive, in which a solution is disclosed). Implications for classroom teaching…
Descriptors: Academic Ability, Attribution Theory, Classroom Techniques, College Instruction
Peer reviewedSaunders, Walter L.; Jesunathadas, Joseph – Journal of Research in Science Teaching, 1988
Examines the effect of familiar and unfamiliar task content upon proportional reasoning abilities of ninth grade students. Uses content from chemistry and physics textbooks. Reports that student performance was higher on proportional reasoning problems involving familiar content than with unfamiliar content and that content famililarity interacted…
Descriptors: Academic Ability, Academic Achievement, Chemistry, Cognitive Processes
