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50 Years of ERIC
50 Years of ERIC
The Education Resources Information Center (ERIC) is celebrating its 50th Birthday! First opened on May 15th, 1964 ERIC continues the long tradition of ongoing innovation and enhancement.

Learn more about the history of ERIC here. PDF icon

Showing all 6 results
Balancing Participation across Students in Large College Classes via Randomized Participation Credit
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McCleary, Daniel F.; Aspiranti, Kathleen B.; Foster, Lisa N.; Blondin, Carolyn A.; Gaylon, Charles E.; Yaw, Jared S.; Forbes, Bethany N.; Williams, Robert L. – Journal of General Education, 2011
The study examines the effects of randomized credit on the percentage of students participating at four predefined levels. Students recorded their comments on specially designed record cards, and days were randomly selected for participation credit. This arrangement balanced participation across students while cutting instructor time for recording…
Descriptors: Higher Education, Class Size, Classroom Environment, Teacher Student Ratio
Brief Daily Writing Activities and Performance on Major Multiple-Choice Exams
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Turner, Haley C.; Bliss, Stacy L.; Hautau, Briana; Carroll, Erin; Jaspers, Kathryn E.; Williams, Robert L. – Journal of General Education, 2006
Although past research indicates that giving brief quizzes, administered either regularly or randomly, may lead to improvement in students' performance on major exams, negligible research has targeted daily writing activities that require the processing of course information at a deeper level than might result from simply reading course materials…
Descriptors: Teaching Methods, Predictor Variables, Multiple Choice Tests, Enrichment Activities
Psychological Versus Generic Critical Thinking as Predictors and Outcome Measures in a Large Undergraduate Human Development Course
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Williams, Robert L.; Oliver, Renee; Stockdale, Susan – Journal of General Education, 2004
This study examines the differential status of psychological critical thinking and generic critical thinking as predictors of test performance and as outcome measures in a large human development course. Psychological critical thinking proved to be the better predictor of test performance and more responsive to instructional procedures in the…
Descriptors: Critical Thinking, Psychology, College Students, Scores
High-Performing Students with Low Critical Thinking Skills
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Williams, Robert L.; Stockdale, Susan L. – Journal of General Education, 2003
This study focused on selected cognitive measures, work habits, and performance patterns of students with low critical thinking skills who achieved high grades in a large entry-level course. The high-performing low critical thinkers were compared on all target variables with both low critical thinkers who achieved low grades in the course and high…
Descriptors: Grades (Scholastic), Academic Achievement, Critical Thinking, Thinking Skills
Notetaking in College Classes: Student Patterns and Instructional Strategies.
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Williams, Robert L.; Eggert, Alan C. – Journal of General Education, 2002
Provides an integration of the research literature on the nature and effectiveness of student notetaking/reviewing options in college classes. Addresses cognitive and behavioral skills involved in notetaking, the predictive potential of notetaking, student characteristics related to notetaking effectiveness, and instructional strategies. (Contains…
Descriptors: Cognitive Processes, Community Colleges, Learning Strategies, Notetaking
Thinking Skills and Work Habits: Contributors to Course Performance.
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Williams, Robert L.; Worth, Stephen L. – Journal of General Education, 2002
Argues that base-level critical thinking, attendance, and notetaking differentially predicted performance measures in a large human development course. Multiple regression analyses showed that critical thinking was the strongest indicator of multiple-choice examination performance, while notetaking was the best predictor of total course…
Descriptors: Cognitive Processes, Community Colleges, Critical Thinking, Learning Strategies