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Download full textJohnstone, Whitcomb G. – 1989
This paper discusses the importance and interdependence of effective schools research and practice. The discussion is organized around answering three questions: (1) What problem does research on effective schools propose to solve? (2) What has the research on effective schools taught us and what further research is needed? (3) What factors will…
Descriptors: Educational Practices, Educational Research, Elementary Secondary Education, School Effectiveness
Johnstone, Whitcomb G. – 1981
Student achievement as reflected in standardized test scores is not a unitary construct, but a set of interdependent components representing degrees of knowledge of various subject areas. The interdependency of achievement components imply a positive feedback process. Weaknesses in one area reinforce weaknesses in others; strengths in one area…
Descriptors: Academic Achievement, Black Students, Comparative Analysis, Cross Cultural Studies
Johnstone, Whitcomb G. – 1981
When the school or district is the unit of analysis in school effects research, the outcome of interest is mean achievement, and the variance explained by school or district level predictors is between schools or between districts. When the individual is the unit of analysis, the outcome of interest is individual achievement and the variance…
Descriptors: Academic Achievement, Average Daily Attendance, Elementary Education, Grade 5
Johnstone, Whitcomb G.; Wilson, Michael J. – 1987
This survey investigated: (1) the extent that psychometric criteria are used in test selection; (2) the weight given to different types of psychometric information relative to other qualities of the test; and (3) possible reasons for differences among districts. Directors of testing offices, including members of the National Association of Test…
Descriptors: Educational Testing, Elementary Secondary Education, Evaluation Criteria, Information Utilization
Bush, M. Joan; Johnstone, Whitcomb G. – 2000
This paper examines the implementation of an alternate block (A/B) schedule in three high schools in Irving, Texas. The purpose is to review how time was used in 48 randomly selected high school Algebra 1, Biology 1, English 2, and U.S. History classes. Of the 48 classes, 12 observations were conducted for each course. The findings revealed a…
Descriptors: Block Scheduling, Classroom Techniques, Educational Environment, Educational Practices
Peer reviewedWang, Y. Lawrence; Johnstone, Whitcomb G. – ERS Spectrum, 1999
Investigated differences in oral-language development, emergent literacy skills, mathematical reasoning and concepts, and behavior for full-day versus half-day kindergarten students in the Irving (Texas) Independent School District. Found statistically significant advantages for the full-day program, particularly for English-speaking students.…
Descriptors: Full Day Half Day Schedules, Kindergarten, Literacy, Mathematical Concepts
