ERIC Number: ED405692
Record Type: RIE
Publication Date: 1990-Mar
Variables Important to Learning: A Consensus from the Field.
Temple Univ., Philadelphia. Center for Research in Human Development and Education.
This paper provides a list of variables identified as important to learning that emerged from a "meta-review" of the professional literature, as well as a summary of consensus ratings of these variables by professionals in the field. The variables are organized into six major categories: (1) state and district variables; (2) out of school contextual variables; (3) school-level variables; (4) student variables; (5) program design variables; and (6) implementation, classroom, instruction, and climate variables. A questionnaire with the list of variables was sent to six professional groups (researchers, policy makers, special and regular education teachers, school psychologists, and principals). A total of 1,123 persons, who were asked to rate each of the 228 variables according to a 3-point scale, responded to the questionnaire. Variables rated by the entire group as being of high importance and moderate importance in arranging learning environments were identified as "effective practices." (Author/DB)
Descriptors: Educational Assessment, Educational Environment, Educational Objectives, Educational Policy, Educational Practices, Elementary Secondary Education, Influences, Instructional Effectiveness, Learning Processes, Meta Analysis, Models, Performance Factors, Program Design, Program Implementation, Questionnaires, Rating Scales, Student Characteristics, Teacher Student Relationship
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Temple Univ., Philadelphia. Center for Research in Human Development and Education.
Note: In: Designing and Evaluating School Learning Environments for Effective Mainstreaming of Special Education Students: Synthesis, Validation, and Dissemination of Research Methods. Final Report; see EC 305 400.