WorldCat Identities

American Educational Research Association, Washington, Dc

Overview
Works: 235 works in 244 publications in 1 language and 415 library holdings
Genres: Case studies 
Classifications: LC152.C2, 371.97
Publication Timeline
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Most widely held works by Washington, Dc American Educational Research Association
Career education: papers presented at the 1972 annual meeting of the American Educational Association, Chicago, April 4, 1972 by American Educational Research Association( Book )

2 editions published in 1972 in English and held by 4 WorldCat member libraries worldwide

Three of the papers in this collection present the separate models--school based, employer based, and home-community based. Titles of the five papers are: (1) "Facts and Fantasies of Career Education" by Gorden I. Swanson, (2) "Strategies for Implementing Career Education: A School Based Model" by Aaron J. Miller, (3) "Employer Based Career Education (EBCE)--A Model Developed At The Far West Laboratory For Educational Research and Development" by Bela H. Banathy and Robert M. Peterson, (4) "The Home-Community Based Model (Model Three) Of The U.S. Office Of Education's Career Education R&D Program--A Synopsis" by Cornelius F. Butler, and (5) "A Summary Of A Rationale For Education For Work" by Jerome Moss, Jr., Brandon Smith, and George Copa. Two points covered in the speeches that may be of special interest to program planners are the basic career education elements and the career education curriculum model. (JS)
The Effects of Need for Approval and General Anxiety on Divergent Thinking Scores by Neil D Rosenblum( Book )

1 edition published in 1970 in English and held by 2 WorldCat member libraries worldwide

The study deals with the motivational characteristics which relate to divergent thinking and tests three hypotheses: no significant difference with regard to their fluency, flexibility, originality or combined divergent thinking scores exists between children with (1) high and low need for approval, (2) high and low anxiety, and (3) approval needs and anxiety. 11Th and 12th grade students were administered a series of psychological tests measuring need for approval, anxiety, and divergent thinking using the Social Desirability Scale, Sarason's General Anxiety Scale, and the Consequences and Alternate Uses Tests. The following conclusions were drawn: (1) the hypothesized results were obtained only when originality was used; (2) need for approval was found to be negatively related to originality; (3) the relationship between anxiety and originality approached significance in the direction predicted; (4) the need to measure originality was identified and discussed; and (5) the possibility that anxiety might be curvilinearly related to divergent thinking was suggested. (Author/MC)
Systems Analysis and University Planning by Richard White Judy( Book )

1 edition published in 1967 in English and held by 2 WorldCat member libraries worldwide

Systems analysis is defined as an approach to problems of decision-making which proceeds by ascertaining objectives, determining constraints, elaborating alternatives, and estimating the costs, benefits, and risks of feasible alternatives. The systems analysis described here is being conducted in support of planning for the health sciences faculties of the university of toronto. Most of the work herein concerns the faculty of medicine. The objective was to employ systems analysis to improve the planning and operation of the health sciences faculties. The health sciences faculties, as a system, is discussed. Major decision areas are reviewed. A model which quantitatively assesses the resource implications of alternative plans for expanding and improving health science programs was developed. Called the jcl3w model, it accepts technological descriptions of the system and output levels. It proceeds to compute the quantities of inputs required to produce the outputs. The model is useful for input-output analysis of health science education by structured curricula. The difficulties of university decision-making call for further development and use of systems analysis in this setting. This paper was presented at the ameriacan educational research association convention, washington, D.C., november, 1967. (im)
An Investigation of Selected Factors in the Affective Domains of High Risk Black and Regular College Freshmen by David E Kapel( Book )

1 edition published in 1970 in English and held by 2 WorldCat member libraries worldwide

A semantic differential based on three factors: evaluation, potency, and activity was administered to 278 freshmen in 11 communications sections at a state college to study attitudes toward selected college related stimuli (Black students, professors, Glassboro State College, Afro-American courses, white students, me-myself). Students were classified by sex and whether they were regular students or high-risk students. Conceptual differences were found between high-risk and regular students. The rebirth of pride in being black was reflected by the high-risk students on all factors. White males tended to be more negative in their feelings toward blacks than white females as far as evaluation was concerned. Blacks had significantly lower acceptance of whites than did whites of blacks on evaluation. Blacks tended to be more racially sensitive than whites. The evaluation factor was more sensitive to racial identification than were the two other factors. (Author/AF)
American Educational Research Association Abstracts of Papers, Fiftieth Anniversary Meeting 1966 by Washington, Dc American Educational Research Association( Book )

1 edition published in 1966 in English and held by 2 WorldCat member libraries worldwide

This document contains abstracts of 53 papers presented at the 1966 annual meeting of the American Educational Research Association. A sampling of the varied subjects covered includes: teacher training, behavior, and evaluation; student aptitudes, attitudes, motivation, and achievement; education of disadvantaged; statistical methods and theory; measurement problems; educational environments; curriculum development; test design; programed instruction; individualized instruction; language, mathematics and science learning; concept learning; and uses of computers in education. An index of the participants concludes the collection. Related documents are ea 002 791, ea 002 792, and ea 002 793. [Not available in hard copy due to fine print of original document] (de)
Professional Networks for Educational Change An Evaluation of the Mathematician and Education Reform Forum by Carolyn A Haug( Book )

1 edition published in 1996 in English and held by 2 WorldCat member libraries worldwide

This document contains findings of a year-long evaluation of the Mathematics and Education Reform (MER) Forum, a voluntary association targeting the academic mathematics community in four-year colleges and universities. Specifically, the evaluation sought to assess the extent to which MER influenced its members' involvement in mathematics-education reform at both postsecondary and K-12 levels. Since its inception in 1988, MER has expanded from a network targeted at individuals to include a departmental network directed toward mathematics departments of research universities. Data were obtained through a survey of the entire national population of MER participants (n=730), which elicited a 32 percent response rate, site visits to four university departments, participant observation at MER functions, and interviews with department personnel. Findings indicate that MER provided support to mathematicians interested in improving their own teaching, leadership to mathematics departments, and legitimization of educational interests. MER also facilitated faculty participation in the reform of undergraduate mathematics education and, to a lesser extent, reform of K-12 mathematics education. Although mathematicians generally could not attribute changes in their teaching directly to MER, they attributed at least an indirect effect to MER. Although the majority of MER's impact was at the individual level, the program to some extent also facilitated change at broader levels, particularly within mathematics departments. Suggestions for best portraying MER's program are included. Appendices contain a workshop- evaluation questionnaire and copies of survey instruments. (LMI)
Children of promise : literate activity in linguistically and culturally diverse classrooms by Shirley Brice Heath( Book )

2 editions published in 1991 in English and held by 2 WorldCat member libraries worldwide

This monograph addresses the challenge of improving literacy learning for all children, especially those in language-minority classrooms. The monograph introduces some of these classrooms in detail, examining and describing their literacy practices and setting forth some of the principles of learning and language that underlie them. It is the result of long-term collaboration between a classroom teacher and a university researcher, and provides a model for university-school collaboration. The monograph sets the stage for future collaborations between practitioners and researchers that can suggest new and creative ways to improve school-based literacy learning. Special attention is focused on the following: cultural and linguistic differences; inside the classroom; writing, learning, and the teacher's role; literate behavior and literacy skills; and building theory and practice together. Suggestions for implementing cross-grade tutoring projects and references and a reading list are appended. (JL)
Guidance Testing and the Individualized Program of Studies by Steven M Jung( Book )

1 edition published in 1970 in English and held by 2 WorldCat member libraries worldwide

A developed abilities performance battery (dap) has been constructed based on the Project Talent Survey to serve two major functions in the guidance area of Project Plan. The first function is to enable teacher, parent, and student to realistically evaluate the student's present level of developed performance ability. The second function of dap results is to provide detailed profiles of those abilities which a student must cultivate in order to reasonably expect attainment of a particular goal. If the student decides to continue pursuit of the goal based on his knowledge in these two areas, an individualized Program of Studies (pos) is generated for him to monitor the educational experiences which he will receive during the school year. The content and extent of this pos are determined in part by empirically obtained relationships between certain instructional elements and improved ability to perform on components important to the student's goal. Ability testing in Project Plan should enable the student to evaluate himself in light of well recognized goals and goal requirements and to recommend to him a Program of Studies most likely to facilitate attainment of the goals he selects. (Kj)
Changes in Life Goals of College Students and Their Relationships toPersonality and College Environments by Larry A Braskamp( Book )

1 edition published in 1968 in English and held by 2 WorldCat member libraries worldwide

Changes in the rated importance of five student life goals were compared with (1) student personality orientations and college environmental press factors, and (2) congruent interactions between college environment and student personality characteristics. At three diverse colleges (identified as intellectual, social, and enterprising), entering freshmen completed the American College Survey in the fall of 1964. The same students filled out a parallel form the following spring (1965). Rated importance of life goals in public affairs, religion, reading, science, and family (on a four-point scale) served as the criteria of change. Despite methodological limitations and differences in percentages of the spring survey completion, appropriate statistical analysis supports the following conclusions. For most life goal areas, changes in college students were only slightly due to either college press or personality factors. However, when college press and personality orientation are mutually supportive, the students changed in the expected directions. Students development was viewed as a product of personality orientation and concurrent external conditions allowing change and development in a direction congruent with personality orientation. (Wr)
Support of Unionism Within the Education Faculty of a Large Private University Some Unexpected Findings by Joseph B Giacquinta( Book )

1 edition published in 1976 in English and held by 2 WorldCat member libraries worldwide

Perhaps the most extensive empirical research on the topics of support for collective bargaining and for unionization in higher education is that of Ladd and Lipset (1973). Their analysis leads to a number of general propositions about faculty support for collective bargaining and for unionism, some involving properties of higher education settings and faculty status characteristics. Data available from a school-of-education study in a large, private university, permitted examination of some of Ladd and Lipset's conclusions. The objectives were to determine: (1) to what extent the faculty as a body was receptive to the idea of collective bargaining; (2) to what extent there was support for unionism; (3) what relationship, if any, there was between faculty and support for collective bargaining and desire for unionization; and (4) to what extent support for unionism was related to faculty rank, tenure, and research orientation. It appears that a contradictory picture of forces behind the push for unionism (tenure) and away from unionism (research priority) exists within this faculty. A discussion of this conclusion includes: (1) changes during the 1960's; (2) the faculty generation gap; and (3) exacerbating conditions in the early 1970's. (Author/KE)
Development of Training Models for Educational Research A Conceptual Scheme for a Professional Association. Final Report by Richard A Dershimer( Book )

1 edition published in 1973 in English and held by 2 WorldCat member libraries worldwide

This report describes the rationale, objectives, organization, and activities of each of four alternative models: Model A--Traveling Training Institutes, Model B--Intensive Pre- and Post-Session Courses, Model C--Annual Meeting Training Activities, and Model D--Development of Instructional Packages. These models were developed as a result of a grant to develop new ways in which scientific research associations can create coordinated, continued, and more systematic approaches to research training. The purpose of Model A is to design a traveling research training institute in which a particular course directed by scholars with a particular expertise will be available in different geographical locations three or four times a year. The intent of Model B is to make a concentrated attempt to reach those individuals defined broadly as educational researchers. Model C is designed to examine whether successful training could be conducted during the annual meeting of the American Educational Research Association (AERA). Model D is designed to test the possibility of preparing exportable training materials, which would involve a middle range of expenditures and validation that capitalizes on the experience of AERA in conducting and evaluating instructional training sessions. Reports on the evaluation data for each model, and for the project as a whole, are included. (PD)
Arts and Learning Research, 1998-1999. the Journal of the Arts and Learning Special Interest Group of the American Educational Research Association (Chicago, Illinois, April 1998) by Liora, Ed Bresler( Book )

1 edition published in 1999 in English and held by 2 WorldCat member libraries worldwide

This volume highlights thought-provoking issues in visual arts, drama, and music education presented at the 1998 meeting of the American Educational Research Association. Following a message from the Special Interest Group Chair, Larry Kantner, and an editorial, articles in section 1 are: "Art Beginnings" (L.A. Kantner); "Teachers' Conceptions of Arts Education: Fostering Personal, Social, and Cultural Development through the Arts" (B. McKean); "Reasoned Perception: Aesthetic Knowing in Pedagogy and Learning" (R. Siegesmund); "Using Case Narratives in Drama Education to Make Teaching and Learning Real" (L.A. McCammon; C. Miller; J. Norris); "Walking the Talk: The Challenge of Pedagogical Content in Art Teacher Education" (K. Grauer); "An Introduction to Cooperative Learning Strategies in College Art Classrooms" (S.A. Myers; S. Stoddard); "Empowering Children to Construct Meaning in Art Museums" (C.S. Jeffers); "Beyond the Great White Space: Exploring Art Contexts with Fifth Graders" (S.R. Klein). Section 2, The Semiotics of Time: "Angelus Novus: The Semiotics of Space and Time in a Visual Culture" (J.D. Betts); "Timely Art: Learning and Yearning beyond Kronos" (S. Urso Spina); "Sensory Questions" (R. Carp); "Light + Space + Time = Action" (R.M. Diket); "The Visual Journal as a Semiotic Contrivance for Preservice Art Education" (K. Grauer); "Time to Keep, Time to Dream, and the Persistence of Time" (C.S. Jeffers); "The Signs of Time in Artwork" (D.L. Smith-Shank); "Real Time and Memory in Performance Art" (M. Wyrick); "Going Back to Come Forward" (R. Irwin); "The Genius in Time" (M. Koos); "Ceremony, Display, and Messages about Women in Print Advertisements" (S.A. Myers). And section 3: "Curriculum Reforms in Norway: An Insider's Perspective" (M. Espeland). (Bt)
Offering course options : personality, option preference, and course outcomes by Charles Elliott Pascal( Book )

1 edition published in 1970 in English and held by 2 WorldCat member libraries worldwide

This study investigated the effects of offering three instructional options (lecture, lecture-discussion, and independent study) to students in a large psychology lecture class. The purpose of this study was to determine whether students do better when given their preferred method of learning, and whether the different methodology affected learning. The outcomes involved 3 major factors: 1) knowledge and comprehension of course material, 2) application of course material, and 3) evaluation of a "novel reading." The attitudes of the students toward the course were also measured. Of the 185 students in the class, 106 received their preferred option, 79 did not. Results indicated that students in their preferred option did not get better grades than the other students, but they did have a more positive attitude toward the course. Students in the lecture discussion, and lecture option performed better in terms of knowledge and comprehension than those in the independent study group, but the latter scored higher on the evaluation of a "novel article." Although 93.5% of the students favored the idea of options, it did not make any difference whether or not a student was given his choice of teaching method in terms of cognitive goals. (AF)
Defining Effective College Teaching Using the Delphi Technique and Multiple Linear Regression by A. M Fox( Book )

1 edition published in 1971 in English and held by 2 WorldCat member libraries worldwide

A modified form of the Delphi technique was used within the School of Education at the University of Northern Colorado to formulate a definition of effective college teaching. The resulting definition contained 5 major categories: (1) personal characteristics: friendly, mature, enthusiastic; (2) professional qualities: attitudes, knowledge, preparation; (3) interpersonal relationships: approachable, fair, honest; (4) technical skills of teaching: methods, grading, organization; and (5) communication skills: rapport, relevancy, open. These results were used to develop 25 fictitious profiles of faculty members. Participants were asked to separate these 25 profiles into 5 sets according to those most deserving of promotion. Multiple linear regression was used to analyze these judgments to determine the priority placed on each of the major categories. (Author/AF)
"Student Press" : Student Course Ratings as a Function of Student Variables by Philip Weinstein( Book )

1 edition published in 1971 in English and held by 2 WorldCat member libraries worldwide

This paper investigates the student characteristics that underlie high and low ratings of different aspects of an undergraduate course in educational psychology. Four hundred sixty students were given a number of inventories, scales, and surveys and a 22-item rating instrument covering course content, methods of instruction, and instructor. Principal axis factor analysis of the course evaluation instrument yielded 6 factors accounting for 72.69 percent of the variance. Factor scores were computed for each subject on each factor. Multivariate analyses of variance revealed significant differences on student background and personality variables between students having high and low factor scores for 4 of the 6 factors. Discriminant functions were employed to identify student characteristics that discriminate maximally between high and low factor scores. (Author/AF)
Public Response and Private Feeling Reaction to the Kent State Situation by Steven R Brown( Book )

1 edition published in 1971 in English and held by 2 WorldCat member libraries worldwide

This report discusses 2 studies that examine reaction to the killing of 4 students by National Guardsmen at Kent State University, Ohio, on May 4, 1970. The first study was designed to investigate the segmentation of the public in terms of its reaction to the Kent State incident. Three groups, or attitudinal types: radicalized students, tolerant, but somewhat conservative adults, and intolerant adults, emerged factor-analytically through a Q technique analysis of 228 respondents. Their sentiments were segmented into 3 groupings: (1) those supporting students, (2) those intolerantly opposing them, and (3) those who were tolerant, but nonsupporting. This study considered the characteristics of these groups and their relation to one another. The second study is an intensive analysis of the perceptual worlds of 6 radical and 6 moderate Kent State students, in which images of figures in their personal and political worlds were examined factor-analytically for evidence bearing on the ways in which students related to the Kent State situation. An appendix includes the factor loadings and factor scores associated with the first study. (Author/F) (Author/AF)
Cultural Stability and Change Among Mexican-American Families in an Urban Setting A Comparison of Generations in El Paso, Texas by Washington, DC American Educational Research Association( Book )

1 edition published in 1970 in English and held by 2 WorldCat member libraries worldwide

The El Paso study was directed toward the identification and analysis of cultural and social factors, their variation and magnitude among Spanish-speaking families and their school age children. The premise was that cultural and social variations do exist within as well as between social groupings. A stratified selection technique was employed to select schools for the study. A total of three distinct geographic areas were identified, and three schools from each were selected for the study. Student questionnaires and family interviews were used to obtain data. General conclusions were: (1) just over half of the mothers and fathers were born in the United States; (2) the population was stable; (3) families were large; and (4) education level was low. A major assumption was that an analysis of specific generations might reveal significant sub-group differences in cultural and social patterns. Students were therefore placed in one of four groups: (1) Mexican immigrant; (2) first generation Mexican-American; (3) second generation Mexican-American; and (4) American. Results showed that the greatest changes occur between immigrant children and third generation or more American families. Changes and trends toward acculturation were also evident in the three closely identified Mexican-American groups. (SJ)
Myths and Reality in School Board Research by Donald J Mccarty( Book )

1 edition published in 1966 in English and held by 2 WorldCat member libraries worldwide

Research to test a model which correlates the types of school leadership and the community power structure with the system of education is presented. Interviewers gathered data from 23 boards of education in new york. Three professional judges independently classified each board according to the following three-part model--(1) the community power structure was either dominated (elite), factional, pluralistic, or inert, (2) the school boards were either dominated, factional, status congruent, or sanctioning, and (3) the role of the superintendent was either servant, political manipulator, professional adviser, or decision maker. The data show that a board of education exhibits the same type of power structure as its community, and the superintendent's role is a direct function of both. A dominated community structure results in a dominated board which causes the superintendent to assume the role of servant. This model is helpful in analyzing the following causations in the decision-making process--(1) dominated boards turn to one member for decisions, (2) factional boards depend upon the majority for decisions, (3) status congruent boards depend upon extensive discussion, and (4) sanctioning boards depend upon the recommendation of the superintendent. An interviewer report of one of the 23 boards of education studied is appended. This paper was prepared for presentation at the annual conference of the american educational research association (chicago, february 17, 1966). (gb)
Control of Reinforcement, Goal-Setting, and Academic Behavior by Dennis J Shea( Book )

1 edition published in 1970 in English and held by 2 WorldCat member libraries worldwide

Thirty sixth grade teachers and their students participated in a motivation training program. The program was based on Charm's theory of personal causation which postulates that "Man's primary motivation is to be effective in causing changes in his environment." When a person feels he is in control of his fate he is positively motivated and confident and acts like an Origin. When his is controlled he is relatively powerless and acts like a Pawn. In order to facilitate the motivation of others teachers must treat pupils like Origins and not Pawns and thus activities were planned that would help children learn more about their motives and how to reach their goals. The trained pupils felt more like Origins than those in an untrained control group. The training helped improve academic performance and helped pupils set more realistic goals and be more successful in reaching them. It appears that goal-setting strategy is related to academic performance because children who set unrealistically high goals tended to perform poorly in school work. It also appears that one's feeling of potency is related to goal-setting because more potent subjects tended to set realistic goals while powerless subjects tended to set very high goals. (Rsm)
The Effect of Microteaching, Directive and Non-Directive Lectures on Achievement and Attitudes in a Basic Educational Psychology Course. the Effect of Mode of Feedback in Microteaching. (2 Documents Combined) by Cheryl L Reed( Book )

1 edition published in 1970 in English and held by 2 WorldCat member libraries worldwide

The subject of both papers is microteaching. The purpose of the first study was to assess the effects of focusing on general technical skills versus interpersonal relationship skills in conjunction with microteaching. A total of three training procedures were used: (1) directive lecture (dl), (2) non-directive lecture (ndl), and (3) microteaching treatment (mt). At the end of the experiment, all students participated in one microteaching session to have their teaching skills assessed. Results showed greater teaching skills but less favorable attitudes toward it than students who did not participate. The second study examined the effects on teacher performance and attitudes of several manipulations of the conditions under which the microteaching supervisor provides feedback. Each student was placed in a group. Each taught a short lesson, was critiqued by his supervisor, and taught the lesson again. Various methods of supervision were used, depending on the group. The treatment resulting in the greatest amount of change was the audiotape treatment. (Author/KJ)
 
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Children of promise : literate activity in linguistically and culturally diverse classrooms
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