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Brion-Meisels, Linda – 1975
The ethical issues concerning the use of behavioral procedures are founded on concerns relating to behavioral control. One major recurring ethical issue is that of coercion. The focus of this paper centers on the question: Ought behavioral programs to be employed even when they might be against the volition of the participant? A theoretical and…
Descriptors: Behavior Change, Diagnostic Teaching, Educational Diagnosis, Locus of Control
Peer reviewed Peer reviewed
Benson, 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
Benson, Jean S.; Yeany, Russell H. – 1980
Reported is a study that explores the effect on student achievement of diagnostic-prescriptive instructional strategies on preservice elementary education majors (N=43) enrolled in an introductory biology course. Factors of pre-treatment achievement and locus of control were analyzed as well. Units on Mendelian genetics, modern genetics, and…
Descriptors: Biology, College Science, Diagnostic Teaching, Educational Research
Peer reviewed Peer reviewed
Yeany, Russell, J.; And Others – Journal of Research in Science Teaching, 1980
Cites results of a study that assessed the effects of diagnostic prescriptive teaching strategies and locus of control on various cognitive levels of science achievement of college biology students, also examined the interaction between the instructional strategy and students' locus of control. Students' attitudes were also examined. (CS)
Descriptors: Aptitude Treatment Interaction, Biology, College Science, Diagnostic Teaching
Saunders, Ramona L.; Yeany, Russell H. – 1979
Reported is a study designed to determine the effects of diagnostic testing followed by prescribed remediation on the immediate and retained science achievement of middle school students, and to determine if effects of treatment were consistent across students' race and locus of control (LOC) levels. Three intact seventh-grade science classes were…
Descriptors: Achievement, Attitudes, Cognitive Processes, Cognitive Style
Peer reviewed Peer reviewed
Saunders-Harris, Ramona; Yeany, Russell H. – Journal of Experimental Education, 1981
Subjects were assessed for locus of control and experienced either: no diagnosis; diagnosis; or, diagnosis and remediation. Immediate achievement was measured twice during the experiment; retention was measured 30 days later. Findings suggest that diagnostic or diagnostic/remedial instruction is effective in increasing middle school science…
Descriptors: Academic Achievement, Black Students, Control Groups, Diagnostic Teaching
Peer reviewed Peer reviewed
Long, 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