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Information Literacy Capabilities of Lower Secondary School Students in Slovenia
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Dolenc, Kosta; Šorgo, Andrej – Journal of Educational Research, 2020
The focus of the paper is on the study of differences between information literacy (IL) capabilities and IL self-assessment among Slovenian lower secondary school students. A total of 229 students coming from eight urban and suburban schools answered the tests. The shortened Information Literacy Test (ILT-B) used in this study contained selection…
Descriptors: Information Literacy, Self Evaluation (Individuals), Secondary School Students, Student Attitudes
A Classroom Observational Study of Qatar's Independent Schools: Instruction and School Reform
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Palmer, Douglas J.; Sadiq, Hissa M.; Lynch, Patricia; Parker, Dawn; Viruru, Radhika; Knight, Stephanie; Waxman, Hersh; Alford, Beverly; Brown, Danielle Bairrington; Rollins, Kayla; Stillisano, Jacqueline; Abu-Tineh, Abdullah M. Hamdan; Nasser, Ramzi; Allen, Nancy; Al-Binali, Hessa; Ellili, Maha; Al-Kateeb, Haithem; Al-Kubaisi, Huda – Journal of Educational Research, 2016
Qatar initiated a K-12 national educational reform in 2001. However, there is limited information on the instructional practices of the teachers in the reform schools. This project was an observational study of classrooms with a stratified random sample of the first six cohorts of reform schools. Specifically, 156 classrooms were observed in 29…
Descriptors: Foreign Countries, Private Schools, Educational Change, Educational Practices
The Professional Student Program for Educational Resilience: Enhancing Momentary Engagement in Classwork
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Torsney, Benjamin M.; Symonds, Jennifer E. – Journal of Educational Research, 2019
The Professional Student Program for Educational Resilience (PROSPER) was designed to increase students' ability to stay momentarily engaged in classwork, thus promoting educational resilience. Participants (N = 277, 51% male, 74% Irish) from two low-income schools in Dublin, Ireland (School A n = 158; School B n = 119), were assessed using the…
Descriptors: Learner Engagement, Resilience (Psychology), Low Income, Intervention
Investigation of the Value of Observation in an Adolescent Psychology Course
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Miller, Damon J. – Journal of Educational Research, 1972
Descriptors: Classroom Observation Techniques, Course Content, Observation, Student Behavior
Effects of Creative Drama on Self-Concept, Social Skills, and Problem Behavior.
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Freeman, Gregory D.; Sullivan, Kathleen; Fulton, C. Ray – Journal of Educational Research, 2003
Examined the impact of creative drama activities on elementary students' self-concept, social skills, and problem behavior. Students were divided into intervention and control groups. Data from student surveys did not show any significant treatment effects for any of the dependent variables. Results did not differ by gender. The main and…
Descriptors: Creative Teaching, Drama, Elementary Education, Interpersonal Competence
Keeping Secondary School Hearing Impaired Students on Task.
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Kluwin, Thomas N. – Journal of Educational Research, 1984
Hearing impaired students and on-task classroom time were examined in a study of hearing impaired classrooms. Characteristics of the effective teacher of the hearing impaired included: avoidance of excessive reprimands, maintenance of sufficient contact time for comprehension, and periodical monitoring of comprehension. (Author/DF)
Descriptors: Attention Span, Hearing Impairments, Secondary Education, Student Behavior
The Effectiveness of Selected Self-Instructional Approaches in Teaching Diagnostic Problem Solving
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Finch, Curtis R. – Journal of Educational Research, 1972
The study examined the effects of three self-instructional approaches of teaching diagnostic problem-solving. Two of the approaches attempted to stimulate student-equipment interaction via programmed and text instruction while a third approach utilized actual equipment. The equipment approach was superior to non-equipment simulation approaches.…
Descriptors: Autoinstructional Aids, Comparative Analysis, Educational Research, Problem Solving
Effects of Teacher Higher-Order Questions on Student Process and Product Variables in a Single-Classroom Study.
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Martin, Jack – Journal of Educational Research, 1979
This experiment examines the impact of a higher-order question teaching strategy on student process (classroom behaviors) and product (achievement and attitude) variables. Results generally show some impact on student process variables but little positive impact on student product variables. (Author/JMF)
Descriptors: Educational Research, Elementary Education, Questioning Techniques, Student Attitudes
Behavior of College Students when Matched or Mismatched for Course Structure.
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Shaw, Robert; Bunt, Marilyn M. – Journal of Educational Research, 1979
College students who preferred a highly structured classroom situation but were in a section with low structure had lower mean achievement than had other students. (Editor)
Descriptors: Academic Achievement, Cognitive Ability, College Students, Course Organization
Relationships Between Task Time and Learning Gains in Secondary Schools.
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Seifert, Edward H.; Beck, John J., Jr. – Journal of Educational Research, 1984
High school students were observed to investigate time-on-task and learning gains. Classroom observation and learning gain measurement showed that a lecture/discussion instructional technique led to the highest student achievement. Use of seatwork caused the least amount of achievement. (DF)
Descriptors: Academic Achievement, School Effectiveness, Secondary Education, Student Behavior
Children's Self-Regulatory Behaviors during Teacher-Directed, Seat-Work, and Small-Group Instructional Contexts.
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Stright, Anne Dopkins; Supplee, Lauren H. – Journal of Educational Research, 2002
Observed differences between third graders' self-regulatory behaviors in three instructional contexts (teacher directed, seatwork, and small group). Children were most self-regulated but most likely to be disorganized during small group work and seatwork; least likely to attend to instructions, monitor work, and seek help during teacher directed…
Descriptors: Context Effect, Elementary School Students, Grade 3, Primary Education
Reinforcement Principles in an Introductory Educational Psychology Course
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Sapp, Gary L.; And Others – Journal of Educational Research, 1972
Results of the study lend support to the contention that the interview method is superior to the conventional lecture method is promoting achievement. (Authors)
Descriptors: Academic Achievement, College Students, Data Analysis, Educational Psychology
Teacher and Student Evaluations of Cooperative Learning and Observed Interactive Behaviors.
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McManus, Susan M.; Gettinger, Maribeth – Journal of Educational Research, 1996
This study examined 26 third-grade teachers' use and evaluation of cooperative learning (CL) groups and 38 students' reactions to and verbal interactive behaviors during CL in two classes. Surveys indicated that both groups reported using CL almost daily, with many positive academic, social, and attitude outcomes. Most student interactions were…
Descriptors: Cooperative Learning, Elementary School Students, Elementary School Teachers, Grade 3
Student Passivity during Cooperative Small Groups in Mathematics.
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Mulryan, Catherine M. – Journal of Educational Research, 1992
Reports findings of a study that investigated fifth and sixth graders' attending and participating behaviors during mathematics. Some students, especially low achievers, manifested passivity in cooperative small groups. Some possible reasons for this behavior are suggested, and a categorization of types of passivity is provided. (Author/SM)
Descriptors: Cooperative Learning, Elementary School Mathematics, Grade 5, Grade 6
Instructional Approaches in Relation to Student Behavior: A Matter of Adaptiveness.
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Cotterell, John L. – Journal of Educational Research, 1982
Degree of lesson complexity was examined and related to the type of approach used by eighth grade teachers. Results indicated that teachers adapt to the perceived complexity of class activities and to students' behavior cues, using direct instruction more frequently in mathematics and science than in the humanities and language arts. (Author/PP)
Descriptors: Classroom Environment, Classroom Research, Classroom Techniques, Conventional Instruction
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