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| Journal of Research in… | 5 |
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| Benson, Jean S. | 1 |
| Haury, David L. | 1 |
| Horak, Willis J. | 1 |
| Long, Joe C. | 1 |
| Slobodzian, Kurt A. | 1 |
| Wesley, Beth Eddinger | 1 |
| Yeany, Russell H. | 1 |
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| Journal Articles | 5 |
| Reports - Research | 5 |
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Peer reviewedBenson, Jean S.; Yeany, Russell H. – Journal of Research in Science Teaching, 1986
Investigated the influence of locus of control and diagnostic testing with prescribed remediation on immediate and retained science achievement of preservice elementary education majors (N=43) during three introductory biology units. Findings, among others, show no locus of control times treatment interactions and differences in achievement…
Descriptors: Academic Achievement, Biology, Diagnostic Teaching, Higher Education
Peer reviewedHaury, David L. – Journal of Research in Science Teaching, 1988
Reports on a study designed to compare the effects of two instructional treatments in which the experimental treatment emphasized self-management, goal clarification, and individualized course expectations. An increase in science locus of control was found to be significant for the experimental group. (TW)
Descriptors: Elementary Education, Elementary School Science, Locus of Control, Objectives
Peer reviewedHorak, Willis J.; Slobodzian, Kurt A. – Journal of Research in Science Teaching, 1980
Utilizes ATI methods to study relationships between locus of control and preservice science education achievement in science content and science process under high- and low-structured instructional treatments. Findings show that, overall, a high-structure condition was most effective but that internal students achieved more in a low-structured…
Descriptors: Aptitude Treatment Interaction, Classroom Environment, College Science, Educational Research
Peer reviewedWesley, Beth Eddinger; And Others – Journal of Research in Science Teaching, 1985
Found that a text mode of programed instruction and tutorial computer-assisted instruction are equally effective modes of instruction for teaching internally- and externally-oriented preservice elementary teachers (N=81) the integrated science process skills. (JN)
Descriptors: Computer Assisted Instruction, Elementary School Teachers, Higher Education, Locus of Control
Peer reviewedLong, Joe C.; And Others – Journal of Research in Science Teaching, 1981
Measured the effects of three variations in the use of diagnostic-prescriptive (DP) teaching on the cognitive and affective biology achievement of high school students (N=93). Variations included: (1) no DP assistance; (2) teacher-managed DP; and (3) student-managed DP. Results favor DP approaches. (Author/JN)
Descriptors: Academic Achievement, Aptitude Treatment Interaction, Biology, Diagnostic Teaching
