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Relationships Between Middle School Students' Science Concept Structure Interrelatedness Competence and Selected Cognitive and Affective Tendencies.
Peer reviewed Peer reviewed
Harty, Harold; And Others – Journal of Research in Science Teaching, 1985
Investigated if relationships existed between middle school students (N=105) science concept structure interrelatedness competence and their time on task, science achievement, scholastic aptitude, previous experience with concept structure interrelatedness, attitudes toward science, interest in science, science curiosity, and self-concept of…
Descriptors: Academic Achievement, Affective Behavior, Cognitive Structures, Elementary School Science
Academic Consequences of Learning Disability: Longitudinal Prediction of Outcomes at 11 Years of Age.
Peer reviewed Peer reviewed
McKinney, James D.; And Others – Learning Disabilities Research and Practice, 1993
The Carolina Longitudinal Learning Disabilities Project identified 42 first- and second-grade students with learning disabilities (LD) and compared their development over 5 years with that of randomly selected peers. Different variables were predictive for the two groups. Teacher perceptions of intelligence, measured intelligence quotient, grade…
Descriptors: Academic Achievement, Behavior Patterns, Child Development, Grade Repetition
Students' Cognitions and Time on Task during Mathematics Instruction.
Peer reviewed Peer reviewed
Peterson, Penelope L.; And Others – American Educational Research Journal, 1984
This study of two fifth grade classes investigated students' reports of attention, understanding, cognitive processes and affect during a nine-day mathematics unit on measurement. These self-reports appeared more valid indicators of classroom learning than observed time on task. Student affect mediated the relationship between instructional…
Descriptors: Academic Achievement, Affective Measures, Attention, Classroom Observation Techniques
Causal Modeling of School Effects on Achievement.
Crawford, John; And Others – 1985
Various models of school effects on student achievement were applied in a study of reading and mathematics achievement in the 94 schools of the Oklahoma City Public Schools. The Leadership/Climate Inventory, completed by 1294 teachers, rated school principals in the areas of expectations, instructional leadership, forceful or dynamic style,…
Descriptors: Academic Achievement, Administrator Evaluation, Administrator Role, Elementary Secondary Education
Time on Any Task?: The Relationship between Instructional Pacing and Standardized Achievement Test Gains.
Gastright, Joseph F. – 1985
This descriptive study investigates the variability in the curriculum pacing decisions of classroom teachers. The effects on the reading achievement and performance gains of first and second grade students in a compensatory education program program are examined. Data were collected from: (1) the Metropolitan Readiness Test results used to select…
Descriptors: Achievement Gains, Achievement Tests, Basal Reading, Cohort Analysis