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Marsh, Herbert W. – American Educational Research Journal, 1977
Nominations made by graduating seniors for most and least outstanding instructors were compared with university-wide instructional evaluations adopted the following year. The findings offer support for the validity of students' evaluations because the distinction between instructors nominated most outstanding and least outstanding by graduating…
Descriptors: Bias, College Faculty, College Seniors, Evaluation Criteria
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Williams, Reed G.; Ware, John E., Jr. – American Educational Research Journal, 1977
Students viewed lectures varying in amount of substantive content and expressiveness of presentation. Subsequent achievement tests and ratings of lecture effectiveness revealed that high achievement level was associated with high content coverage and expressiveness. Sensitivity of ratings to content coverage and achievement did not improve after a…
Descriptors: Achievement, College Faculty, Evaluation Criteria, Higher Education
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Inagaki, Kayoko; Hatano, Giyoo – American Educational Research Journal, 1977
Fourth-grade control students were given a multiple-choice problem involving conservation of weight. Experimental group subjects were given a fictitious choice response distribution with conflicting reasons. Curiosity for confirmation, progress in generalizing the principle of conservation, and positive correlation between curiosity and progress…
Descriptors: Cognitive Development, Concept Formation, Conservation (Concept), Curiosity
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Rogan, Joanne C.; Keselman, H. J. – American Educational Research Journal, 1977
The effects of variance heterogeneity on the empirical probability of a Type I error for the analysis of variance (ANOVA) F-test are examined. The rate of Type I error varies as a function of the degree of variance heterogeneity, and the ANOVA F-test is not always robust to variance heterogeneity when sample sizes are equal. (Author/JAC)
Descriptors: Analysis of Variance, Hypothesis Testing, Mathematical Models, Statistical Analysis
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Feldman, Robert S.; And Others – American Educational Research Journal, 1978
Sixty-three third and sixth graders in an experimental teaching session provided either genuine or dissembled (disguised) verbal praise to a student (confederate). Trained coders and naive observers analyzed nonverbal behavior. As hypothesized, nonverbal cues such as facial expressions, body movement, and pausing indicated verbal deception.…
Descriptors: Behavior, Body Language, Classroom Communication, Cross Age Teaching
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Games, Paul A. – American Educational Research Journal, 1978
Marascuilo's and Levin's use of the term "nesting" to describe a statistical model, and application of the Scheffe tests on restricted sets of contrasts, is opposed. Changing the model during analysis of a complex set of data is both necessary and desirable. (Author/CP)
Descriptors: Data Analysis, Factor Analysis, Hypothesis Testing, Mathematical Models
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Smith, Monte D.; And Others – American Educational Research Journal, 1978
As hypothesized, academic failure produced greater discrepancies between parental expectancy and children's achievement among high socioeconomic status (SES) children than among low SES children, and decreased self-regard among the former but not the latter. Furthermore, relatively low academic achievement was associated with weakened self-concept…
Descriptors: Academic Achievement, Academic Failure, Elementary Secondary Education, Expectation
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Eshel, Yohanan; Klein, Zev – American Educational Research Journal, 1978
First and second grade Jerusalem children were administered end-of-year mathematics tests. Lower class children from open integrated classrooms scored higher than those in traditional integrated settings, and children in homogeneous settings scored the lowest. The performance of middle class children was differentially affected by integration and…
Descriptors: Academic Achievement, Elementary School Mathematics, Foreign Countries, Instructional Innovation
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Hoffmann, R. Gene – American Educational Research Journal, 1978
The Checklist of Instructional Characteristics (CLIC) was assessed by examining potential contaminating factors (class size, presentation format, students' initial interest, and personal impression of the instructor) and instructional outcomes (outcome interest, course performance, and self-reported learning). The relationships between the CLIC…
Descriptors: Course Evaluation, Evaluation Criteria, Higher Education, Predictor Variables
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Peng, Samuel S.; Fetters, William B. – American Educational Research Journal, 1978
Data from the National Longitudinal Study of the High School Class of 1972 indicate that women are more likely to withdraw only in two year colleges and that whites are more likely to withdraw than blacks. High school program, college grades, and educational aspiration are significantly related to withdrawal, but receipt of financial aid is not.…
Descriptors: Colleges, Dropout Characteristics, Higher Education, Longitudinal Studies
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Mark, Jonathan H.; Anderson, Barry D. – American Educational Research Journal, 1978
To examine how survival rates change with time, each cohort of new entrants to the public school teaching profession between 1968 and 1976 was examined. Results replicated Charters' downward sloping survival curve, although the curve has shifted up steadily through time. The survival rate differential between men and women is decreasing over time.…
Descriptors: Educational Trends, Elementary Secondary Education, Longitudinal Studies, Public School Teachers
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Damico, Sandra Bowman; Purkey, William W. – American Educational Research Journal, 1978
From a sample of eighth-grade pupils, 96 class clowns were identified and compared to a sample of 237 nonclown classmates. Clowns were predominantly males, and were seen by their teachers to be higher than nonclowns in Asserting, Unruliness, Attention Seeking, Leadership, and Cheerfulness, and to be lower in Accomplishing. (Author/CP)
Descriptors: Adolescents, Behavior Patterns, Humor, Individual Characteristics
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Velandia, Wilson; And Others – American Educational Research Journal, 1978
According to confluence theory, a child is helped or hindered in intellectual development according to the average absolute intelligence (mental age) in the family when the child is born. An analysis of test scores, family information, and socioeconomic data of 36,000 college applicants in Colombia failed to support this theory. (Author/CP)
Descriptors: Academic Aptitude, Birth Order, College Bound Students, Developing Nations
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Shavelson, Richard J.; And Others – American Educational Research Journal, 1977
One hundred sixty-four subjects (elementary school teachers and graduate students) were told different stories about a fictitious student which varied in reliability and amount of information. Results indicated that the subjects considered the reliability of the information and revised their decisions accordingly. (Author/MV)
Descriptors: Decision Making, Diagnostic Teaching, Elementary Education, Elementary School Teachers
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Werts, C. E.; Hilton, T. L. – American Educational Research Journal, 1977
To correct for measurement error in the correlation of student status with achievement gain, the simplex model was used. Results supported the authors' hypothesis that status and gain are correlated. Students who start out as low achievers may need more help over time to maintain the same academic growth as higher achievers. (Author/MV)
Descriptors: Academic Achievement, Achievement Gains, Basic Skills, Elementary Secondary Education
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