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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 4 results
Predicting Academic Achievement from Classroom Behavior.
Peer reviewed Peer reviewed
Hoge, Robert D.; Luce, Sally – Review of Educational Research, 1979
Studies published since 1965 on the relationship between classroom behavior and academic achievement are reviewed. Criteria are established for selecting the studies, the research is assessed, and recommendations for future research are made. (MH)
Descriptors: Academic Achievement, Classroom Observation Techniques, Classroom Research, Elementary Secondary Education
The Validity of Direct Observation Measures of Pupil Classroom Behavior.
Peer reviewed Peer reviewed
Hoge, Robert D. – Review of Educational Research, 1985
An evaluation of the validity of direct observation measures of pupil classroom behaviors is presented. Three types of measures are discussed: molar, molecular, and molecular-composite. Consistent support for the validity of molar and molecular-composite types of measures is revealed. (Author/LMO)
Descriptors: Behavior Rating Scales, Classroom Observation Techniques, Data Analysis, Elementary Secondary Education
Teacher-Based Judgments of Academic Achievement: A Review of Literature.
Peer reviewed Peer reviewed
Hoge, Robert D.; Coladarci, Theodore – Review of Educational Research, 1989
Empirical literature on the match between teacher-based assessments of student achievement levels and objective levels of student learning is examined. Data on the relationship between the teacher's a priori judgment and student's actual achievement reflect the validity or accuracy of teacher-judgment measures. (SLD)
Descriptors: Academic Achievement, Educational Assessment, Elementary Secondary Education, Evaluative Thinking
Exploring the Link between Giftedness and Self-Concept.
Peer reviewed Peer reviewed
Hoge, Robert D.; Renzulli, Joseph S. – Review of Educational Research, 1993
This meta-analysis with literature review considers whether the self-concepts of gifted and nongifted children differ and explores the effects on self-concept of labeling a child as gifted and placing the child in special programs. Studies indicate a generally higher academic self-concept among gifted students. (SLD)
Descriptors: Ability, Ability Grouping, Academic Achievement, Comparative Analysis