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Huenecke, Todd M.; Waas, Gregory A. – Journal of Experimental Education, 2011
The authors placed 5th-grade students into small groups of 3 in order to examine the impact of group discussion and displayed effort on children's evaluations of a low-achieving peer. Low effort by a target peer resulted in negative evaluations across attributional, affective, help-giving, and social response dimensions. Children who participated…
Descriptors: Low Achievement, Group Discussion, Peer Groups, Gender Differences
Peer reviewed
Smith, William L.; Swan, M. Beverly – Journal of Experimental Education, 1978
Investigates whether students at different ages write "beyond" their normal syntactic maturity. The authors also discuss whether students at different levels write at a level which is syntactically less mature than their own level and, if so, to what extent they adjust their syntax when told to write for a less mature audience. (Author/RK)
Descriptors: Communication (Thought Transfer), Educational Research, Elementary Education, Higher Education
Peer reviewed
McFadden, Craig L. – Journal of Experimental Education, 1978
The degree to which achievement motivation can be increased is strongly dependent upon the quality of teacher-child interactions. This study uses the Responsive Classroom Observation Schedule to measure those interactions, essential for developing a healthy student self-concept, which in turn is an essential component of the motivation to achieve.…
Descriptors: Academic Achievement, Classroom Environment, Educational Research, Elementary Education
Peer reviewed
Karmos, Joseph S.; Milcic, Diane – Journal of Experimental Education, 1978
Investigates egocentrism and the relationship between egocentrism and popularity in grades 1 through 5. Teachers' ability to rate students' popularity was studied, and sex differences for egocentrism scores were also examined. Egocentrism was measured by a test based on work done by Jean Piaget and popularity defined by a teacher's rating scale…
Descriptors: Educational Research, Educational Testing, Egocentrism, Elementary Education
Peer reviewed
Wallbrown, Jane D.; And Others – Journal of Experimental Education, 1977
The predictive validity of the Devereux Elementary School Behavior Rating Scale was investigated for 299 suburban children who were largely from upper-middle class homes and well above average in intelligence. Teacher ratings on the Devereux were completed for the students while they were in kindergarten and these ratings were used to predict…
Descriptors: Academic Achievement, Behavior Rating Scales, Educational Research, Elementary Education
Peer reviewed
Murray, Chris – Journal of Experimental Education, 1977
Examines the possible influence of sex differences on the teacher-learner process using a sample of 1,412 fourth year pupils from 17 junior schools in two outer London boroughs. (Editor/RK)
Descriptors: Academic Achievement, Educational Research, Elementary Education, Research Methodology
Peer reviewed
Powell, Jack V.; And Others – Journal of Experimental Education, 1987
The influence of the Athens (Georgia) Tutorial Program upon the academic achievement of 256 low socioeconomic students in grades 3-8 was studied. The study covered a 3-year period. Results showed the positive impact of the program, but accurate evaluation was not possible because complete records were not available. (JAZ)
Descriptors: Attendance, Blacks, Cross Age Teaching, Elementary Education
Peer reviewed
Sharpley, Christopher F. – Journal of Experimental Education, 1987
The reactions of 84 elementary students to the hypothetical administration of rewards were studied. The subjects were interviewed under two experimental conditions: direct contingent rewards (DCR) and implicit rewards (IR). Results showed that students did not attribute others with the same sense of fairness in regard to IR conditions. (JAZ)
Descriptors: Children, Classroom Research, Conditioning, Elementary Education
Peer reviewed
Dahlberg, Lucy Ann – Journal of Experimental Education, 1987
Research literature on childrens' causal understanding in oral and written settings is reviewed. Results show that maturation and task complexity both influence childrens' causal understanding. However, the findings are contradictory, and no generalizations could be made about which factors influence causal understanding and at which ages they are…
Descriptors: Attribution Theory, Child Development, Cognitive Development, Cognitive Measurement
Peer reviewed
Loadman, William E; Mahan, James M. – Journal of Experimental Education, 1987
This study investigates the relationship between the effectiveness of the supervising classroom teacher and the attitudes of the classroom and student teachers. The results indicated that teachers with highly progressive and/or highly traditional attitudes toward education tended to be perceived by student teachers as somewhat less effective…
Descriptors: Attitude Measures, Cooperating Teachers, Correlation, Educational Attitudes
Peer reviewed
Elliot, Stephen N.; And Others – Journal of Experimental Education, 1986
The predictive validity of the Scales for Rating the Behavioral Characteristics of Superior Students (SRBCSS) in identifying gifted children among various sociocultural groups was examined. Regression analyses were computed between the SRBCSS and both the Standard Achievement Test and a standardized intelligence test. Implications for practice and…
Descriptors: Anglo Americans, Behavior Rating Scales, Comparative Testing, Elementary Education
Peer reviewed
Eisenhauser, John E.; And Others – Journal of Experimental Education, 1985
The relationships between role conflict, role ambiguity, and job robustness among school principals were examined. Job robustness was associated with low role ambiguity, low role conflict, and support from the principal's co-workers--staff, administrator colleagues, the superintendent, and the community. Principals generally viewed their jobs as…
Descriptors: Administrators, Elementary Education, Principals, Role Conflict
Peer reviewed
Vakali, Mary – Journal of Experimental Education, 1985
Children's mental performance was studied in the context of arithmetic word problem solution. Response latency and error data indicated subtraction was more difficult than addition. Understanding children's problem solutions in terms of flexible strategy use and the fact that many errors have a systematic basis are important in studying children's…
Descriptors: Arithmetic, Cognitive Processes, Elementary Education, Elementary School Mathematics
Peer reviewed
Bunting, Carolyn E. – Journal of Experimental Education, 1985
To validate a previous measure of teachers' educational beliefs which yielded four factors, a new, longer measure was administered to 320 elementary school teachers. The results yielded two dimensions, namely student-centered and directive teaching. (Author/GDC)
Descriptors: Attitude Measures, Educational Attitudes, Educational Philosophy, Elementary Education
Peer reviewed
Fresko, Barbara; Eisenberg, Theodore – Journal of Experimental Education, 1985
Socially disadvantaged Israeli children in grades three or six were paired with university student tutors. Mathematics and reading achievement were measured after one year of tutoring, two years of tutoring, or no intervention. One year of tutoring yielded some gains; however, a second year did not increment them. (Author/GDC)
Descriptors: Achievement Gains, Cross Age Teaching, Disadvantaged Youth, Elementary Education