Pub Date : 1998-01-01DOI: 10.1080/00220979809598343
W. Lan, Judith L. Repman, S. Chyung
Abstract The authors designed a step-by-step self-monitoring method to help impulsive students overcome their unwillingness to self-monitor. They predicted (a) that self-monitoring in general would help student learning of the heuristics of solving mathematical problems, (b) that self-monitoring would be more helpful for the impulsive students than for the reflective students, and (c) that step-by-step self-monitoring would be more helpful for the impulsive students than an external reminder that provided cues for general self-monitoring. The first 2 predictions were supported by the results of the study. As for the 3rd prediction, general self-monitoring was found to be more beneficial than step-by-step self-monitoring for the impulsive students. The findings are discussed in terms of competition for cognitive resources between learning and self-monitoring.
{"title":"Effects of Practicing Self-Monitoring of Mathematical Problem-Solving Heuristics on Impulsive and Reflective College Students' Heuristics Knowledge and Problem-Solving Ability","authors":"W. Lan, Judith L. Repman, S. Chyung","doi":"10.1080/00220979809598343","DOIUrl":"https://doi.org/10.1080/00220979809598343","url":null,"abstract":"Abstract The authors designed a step-by-step self-monitoring method to help impulsive students overcome their unwillingness to self-monitor. They predicted (a) that self-monitoring in general would help student learning of the heuristics of solving mathematical problems, (b) that self-monitoring would be more helpful for the impulsive students than for the reflective students, and (c) that step-by-step self-monitoring would be more helpful for the impulsive students than an external reminder that provided cues for general self-monitoring. The first 2 predictions were supported by the results of the study. As for the 3rd prediction, general self-monitoring was found to be more beneficial than step-by-step self-monitoring for the impulsive students. The findings are discussed in terms of competition for cognitive resources between learning and self-monitoring.","PeriodicalId":47911,"journal":{"name":"Journal of Experimental Education","volume":"67 1","pages":"32-52"},"PeriodicalIF":2.2,"publicationDate":"1998-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00220979809598343","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"58956644","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1998-01-01DOI: 10.1080/00220979809598341
D. Wallace, S. West, Anne M. Ware, D. Dansereau
Abstract Knowledge maps have been found to be an effective communication tool for organizing information so that it can be recalled later. It was predicted that adding gestalt principles of similarity (using colors and shapes) and proximity (using groupings) would complement the information-organization feature of knowledge maps and thereby enhance recall. The students were randomly assigned to 1 of 3 study formats (text, unenhanced maps, and enhanced maps) and were asked to study the information in them. Following a distraction task, the students completed a free-recall task. Returning 2 weeks later, the students again engaged in free recall. The students remembered more during immediate than during delayed recall, and the students who had studied enhanced maps recalled more information than the students who had studied unenhanced maps or text. The results suggest that the use of color, shape, and proximity facilitated learning by improving the organization of information.
{"title":"The Effect of Knowledge Maps That Incorporate Gestalt Principles on Learning","authors":"D. Wallace, S. West, Anne M. Ware, D. Dansereau","doi":"10.1080/00220979809598341","DOIUrl":"https://doi.org/10.1080/00220979809598341","url":null,"abstract":"Abstract Knowledge maps have been found to be an effective communication tool for organizing information so that it can be recalled later. It was predicted that adding gestalt principles of similarity (using colors and shapes) and proximity (using groupings) would complement the information-organization feature of knowledge maps and thereby enhance recall. The students were randomly assigned to 1 of 3 study formats (text, unenhanced maps, and enhanced maps) and were asked to study the information in them. Following a distraction task, the students completed a free-recall task. Returning 2 weeks later, the students again engaged in free recall. The students remembered more during immediate than during delayed recall, and the students who had studied enhanced maps recalled more information than the students who had studied unenhanced maps or text. The results suggest that the use of color, shape, and proximity facilitated learning by improving the organization of information.","PeriodicalId":47911,"journal":{"name":"Journal of Experimental Education","volume":"67 1","pages":"5-16"},"PeriodicalIF":2.2,"publicationDate":"1998-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00220979809598341","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"58956915","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1998-01-01DOI: 10.1080/00220979809598344
D. W. Zimmerman
Abstract To provide counterexamples to some commonly held generalizations about the benefits of nonparametric tests, the author concurrently violated in a simulation study 2 assumptions of parametric statistical significance tests—normality and homogeneity of variance. For various combinations of nonnormal distribution shapes and degrees of variance heterogeneity, the Type I error probability of a non-parametric rank test, the Wilcoxon-Mann-Whitney test, was found to be biased to a far greater extent than that of its parametric counterpart, the Student t test. The Welch-Satterthwaite separate-variances version of the t test, together with a preliminary outlier detection and downweighting procedure, protected the statistical significance level more consistently than the nonparametric test did. Those findings reveal that nonparametric methods are not always acceptable substitutes for parametric methods such as the t test and the F test in research studies when parametric assumptions are not satisfied. They ...
摘要为了提供反例来反驳一些关于非参数检验的好处的普遍看法，作者在模拟研究中同时违反了参数统计显著性检验的两个假设——正态性和方差齐性。对于非正态分布形状和方差异质性程度的各种组合，发现非参数秩检验(Wilcoxon-Mann-Whitney test)的I型错误概率比参数秩检验(Student t test)的偏倚程度要大得多。与非参数检验相比，Welch-Satterthwaite分离方差版本的t检验，连同初步的离群值检测和降权程序，更一致地保护了统计显著性水平。这些发现表明，在研究中，当参数假设不满足时，非参数方法并不总是可以替代参数方法，如t检验和F检验。他们……
{"title":"Invalidation of Parametric and Nonparametric Statistical Tests by Concurrent Violation of Two Assumptions","authors":"D. W. Zimmerman","doi":"10.1080/00220979809598344","DOIUrl":"https://doi.org/10.1080/00220979809598344","url":null,"abstract":"Abstract To provide counterexamples to some commonly held generalizations about the benefits of nonparametric tests, the author concurrently violated in a simulation study 2 assumptions of parametric statistical significance tests—normality and homogeneity of variance. For various combinations of nonnormal distribution shapes and degrees of variance heterogeneity, the Type I error probability of a non-parametric rank test, the Wilcoxon-Mann-Whitney test, was found to be biased to a far greater extent than that of its parametric counterpart, the Student t test. The Welch-Satterthwaite separate-variances version of the t test, together with a preliminary outlier detection and downweighting procedure, protected the statistical significance level more consistently than the nonparametric test did. Those findings reveal that nonparametric methods are not always acceptable substitutes for parametric methods such as the t test and the F test in research studies when parametric assumptions are not satisfied. They ...","PeriodicalId":47911,"journal":{"name":"Journal of Experimental Education","volume":"67 1","pages":"55-68"},"PeriodicalIF":2.2,"publicationDate":"1998-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00220979809598344","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"58957297","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1998-01-01DOI: 10.1080/00220979809604405
D. Hamman
Classroom teachers rarely instruct students on how to approach learn ing tasks in a strategic manner. Teachers' neglect of strategy training may be linked to several factors, including perceived lack of value for providing strategy instruc tion. In 2 studies, 2 factors that may contribute to preservice teachers' perceived value for learning-strategy training were investigated with self-report question naires: (a) the extent to which preservice teachers use strategies during their own learning and (b) the influence of undergraduate education courses. The results indi cated that value for strategy instruction was (a) related significantly to the use of some learning (r = .41) and self-regulation strategies (r = .53) and (b) enhanced by course content in an educational psychology course. The results are discussed in terms of recommendations for college-level teacher-training programs.
{"title":"Preservice Teachers' Value for Learning-Strategy Instruction","authors":"D. Hamman","doi":"10.1080/00220979809604405","DOIUrl":"https://doi.org/10.1080/00220979809604405","url":null,"abstract":"Classroom teachers rarely instruct students on how to approach learn ing tasks in a strategic manner. Teachers' neglect of strategy training may be linked to several factors, including perceived lack of value for providing strategy instruc tion. In 2 studies, 2 factors that may contribute to preservice teachers' perceived value for learning-strategy training were investigated with self-report question naires: (a) the extent to which preservice teachers use strategies during their own learning and (b) the influence of undergraduate education courses. The results indi cated that value for strategy instruction was (a) related significantly to the use of some learning (r = .41) and self-regulation strategies (r = .53) and (b) enhanced by course content in an educational psychology course. The results are discussed in terms of recommendations for college-level teacher-training programs.","PeriodicalId":47911,"journal":{"name":"Journal of Experimental Education","volume":"66 1","pages":"209-221"},"PeriodicalIF":2.2,"publicationDate":"1998-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00220979809604405","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"58957732","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1998-01-01DOI: 10.1080/00220979809598342
D. Robinson, Andrew D. Katayama, Nelson F. Dubois, T. DeVaney
In 2 experiments, the effects of review occasion (immediate vs. delayed) and study materials (text alone vs. text plus outlines vs. text plus graphic organizers) on students' application of concepts were investigated. Undergraduates studied 1 of the 3 sets of study materials, reviewed them immediately or 2 days later, and then were tested. In both experiments, delayed review facilitated application performance for the students who viewed text plus graphic organizers but not for those who viewed only text or text plus outlines. The students who delayed their review of graphic organizers were more likely to report using nonmemorization study strategies than those who reviewed immediately.
{"title":"Interactive Effects of Graphic Organizers and Delayed Review on Concept Application","authors":"D. Robinson, Andrew D. Katayama, Nelson F. Dubois, T. DeVaney","doi":"10.1080/00220979809598342","DOIUrl":"https://doi.org/10.1080/00220979809598342","url":null,"abstract":"In 2 experiments, the effects of review occasion (immediate vs. delayed) and study materials (text alone vs. text plus outlines vs. text plus graphic organizers) on students' application of concepts were investigated. Undergraduates studied 1 of the 3 sets of study materials, reviewed them immediately or 2 days later, and then were tested. In both experiments, delayed review facilitated application performance for the students who viewed text plus graphic organizers but not for those who viewed only text or text plus outlines. The students who delayed their review of graphic organizers were more likely to report using nonmemorization study strategies than those who reviewed immediately.","PeriodicalId":47911,"journal":{"name":"Journal of Experimental Education","volume":"67 1","pages":"17-31"},"PeriodicalIF":2.2,"publicationDate":"1998-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00220979809598342","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"58956995","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1998-01-01DOI: 10.1080/00220979809601398
Perry D. Klein
The theory that children's development of strategies of science experimentation is a consequence of developments in their theory of mind was examined. Seventy-two children in Grades 1, 3, and 5 participated in 5 theory-of-mind tasks and 2 multivariate physics experiments. The students' ability to predict, explain, and affect the reasoning of an alter (i.e., a doll or cartoon character) was found to predict their performance in planning controlled experiments and in justifying their causal and noncausal inferences. Implications for developmental theory and science education are discussed.
{"title":"The Role of Children's Theory of Mind in Science Experimentation","authors":"Perry D. Klein","doi":"10.1080/00220979809601398","DOIUrl":"https://doi.org/10.1080/00220979809601398","url":null,"abstract":"The theory that children's development of strategies of science experimentation is a consequence of developments in their theory of mind was examined. Seventy-two children in Grades 1, 3, and 5 participated in 5 theory-of-mind tasks and 2 multivariate physics experiments. The students' ability to predict, explain, and affect the reasoning of an alter (i.e., a doll or cartoon character) was found to predict their performance in planning controlled experiments and in justifying their causal and noncausal inferences. Implications for developmental theory and science education are discussed.","PeriodicalId":47911,"journal":{"name":"Journal of Experimental Education","volume":"8 1","pages":"101-124"},"PeriodicalIF":2.2,"publicationDate":"1998-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00220979809601398","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"58957091","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1998-01-01DOI: 10.1080/00220979809598345
Fulgencio Marín-Martínez, J. Sánchez-Meca
Abstract The authors conducted Monte Carlo simulations that compared Type I error rates and the statistical power of 3 tests in detecting the effects of a dichotomous moderator variable in meta-analysis: (a) the Q B test proposed by L. V. Hedges and I. Olkin (1985), (b) the z RR test proposed by R. Rosenthal and D. B. Rubin (1982), and (c) the z HS test proposed by J. E. Hunter and F. L. Schmidt (1990). Those procedures differ in selected effect size index and in the weighting scheme for each effect size. Number of primary studies, average sample size, and distribution of the parametric effect sizes were the manipulated conditions. The z HS test showed the highest statistical power, although at the cost of an inadequate inflated Type I error rate in meta-analyses with a low number of studies. The Q B and z RR tests adequately adjusted the Type I error rates, and their statistical power was similar. Criteria for selecting among the tests are discussed.
摘要本文采用蒙特卡罗模拟比较了三种检验方法在元分析中检测二分类调节变量效应时的I型错误率和统计能力:(a) L. V. Hedges和I. Olkin(1985)提出的Q - B检验，(B) R. Rosenthal和D. B. Rubin(1982)提出的z - RR检验，(c) J. E. Hunter和F. L. Schmidt(1990)提出的z - HS检验。这些程序在选定的效应大小指数和每个效应大小的加权方案上有所不同。主要研究的数量、平均样本量和参数效应量的分布是操纵条件。z - HS检验显示了最高的统计能力，尽管在研究数量较少的荟萃分析中，代价是不适当的夸大了I型错误率。Q - B和z - RR检验充分调整了I型错误率，其统计效力相似。讨论了选择试验的标准。
{"title":"Testing for Dichotomous Moderators in Meta-Analysis.","authors":"Fulgencio Marín-Martínez, J. Sánchez-Meca","doi":"10.1080/00220979809598345","DOIUrl":"https://doi.org/10.1080/00220979809598345","url":null,"abstract":"Abstract The authors conducted Monte Carlo simulations that compared Type I error rates and the statistical power of 3 tests in detecting the effects of a dichotomous moderator variable in meta-analysis: (a) the Q B test proposed by L. V. Hedges and I. Olkin (1985), (b) the z RR test proposed by R. Rosenthal and D. B. Rubin (1982), and (c) the z HS test proposed by J. E. Hunter and F. L. Schmidt (1990). Those procedures differ in selected effect size index and in the weighting scheme for each effect size. Number of primary studies, average sample size, and distribution of the parametric effect sizes were the manipulated conditions. The z HS test showed the highest statistical power, although at the cost of an inadequate inflated Type I error rate in meta-analyses with a low number of studies. The Q B and z RR tests adequately adjusted the Type I error rates, and their statistical power was similar. Criteria for selecting among the tests are discussed.","PeriodicalId":47911,"journal":{"name":"Journal of Experimental Education","volume":"67 1","pages":"69-81"},"PeriodicalIF":2.2,"publicationDate":"1998-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00220979809598345","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"58957429","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1998-01-01DOI: 10.1080/00220979809598346
B. S. Olaussen, Ivar Bråten
Abstract The latent structure of the Learning and Study Strategies Inventory (LASSI) was examined in 2 independent samples of Norwegian college students. Exploratory factor analyses using the LASSI subscales showed the same 3-factor structure for the 2 samples. That factor structure was the same as the structure reported for American college and high school students. The authors performed confirmatory factor analyses to examine how well measurement models suggested by American research on the inventory fit the Norwegian data. On the basis of those analyses, a modified model was generated that was tested on data from both Norwegian and American students. The 3 latent constructs in this modified model were labeled effort-related activities, goal orientation, and cognitive activities. The cross-cultural generalizability of the latent structure of the LASSI was demonstrated, and some new information that aided in the authors' interpretation of the constructs assessed by the inventory was provided.
{"title":"Identifying Latent Variables Measured by the Learning and Study Strategies Inventory (LASSI) in Norwegian College Students","authors":"B. S. Olaussen, Ivar Bråten","doi":"10.1080/00220979809598346","DOIUrl":"https://doi.org/10.1080/00220979809598346","url":null,"abstract":"Abstract The latent structure of the Learning and Study Strategies Inventory (LASSI) was examined in 2 independent samples of Norwegian college students. Exploratory factor analyses using the LASSI subscales showed the same 3-factor structure for the 2 samples. That factor structure was the same as the structure reported for American college and high school students. The authors performed confirmatory factor analyses to examine how well measurement models suggested by American research on the inventory fit the Norwegian data. On the basis of those analyses, a modified model was generated that was tested on data from both Norwegian and American students. The 3 latent constructs in this modified model were labeled effort-related activities, goal orientation, and cognitive activities. The cross-cultural generalizability of the latent structure of the LASSI was demonstrated, and some new information that aided in the authors' interpretation of the constructs assessed by the inventory was provided.","PeriodicalId":47911,"journal":{"name":"Journal of Experimental Education","volume":"67 1","pages":"82-96"},"PeriodicalIF":2.2,"publicationDate":"1998-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00220979809598346","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"58957534","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1998-01-01DOI: 10.1080/00220979809601403
M. Czuchry, D. Dansereau
An important problem common to the processes of generating and recalling ideas is restricted access to information. Node-link mapping is a visual representation technique that may facilitate access through spatial and verbal cuing. In the present study, students' generation and recall of personally relevant information with techniques that varied in the use of spatial and verbal aspects of node-link maps were examined. The participants generated ideas for 2 self-selected topics and then were tested for recall of their generated ideas 48 hr later. It appears, at least in the present experimental context, that link types initially interfere with cognitive processes that may otherwise operate smoothly. The students who used node-link maps appeared to become more proficient over time than the students who used listing.
{"title":"The Generation and Recall of Personally Relevant Information","authors":"M. Czuchry, D. Dansereau","doi":"10.1080/00220979809601403","DOIUrl":"https://doi.org/10.1080/00220979809601403","url":null,"abstract":"An important problem common to the processes of generating and recalling ideas is restricted access to information. Node-link mapping is a visual representation technique that may facilitate access through spatial and verbal cuing. In the present study, students' generation and recall of personally relevant information with techniques that varied in the use of spatial and verbal aspects of node-link maps were examined. The participants generated ideas for 2 self-selected topics and then were tested for recall of their generated ideas 48 hr later. It appears, at least in the present experimental context, that link types initially interfere with cognitive processes that may otherwise operate smoothly. The students who used node-link maps appeared to become more proficient over time than the students who used listing.","PeriodicalId":47911,"journal":{"name":"Journal of Experimental Education","volume":"66 1","pages":"293-315"},"PeriodicalIF":2.2,"publicationDate":"1998-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00220979809601403","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"58957900","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1998-01-01DOI: 10.1080/00220979809601404
D. Stipek, Karen B. Givvin, Julie M. Salmon, Valanne MacGyvers
Abstract Classroom practices believed to affect student motivation were assessed for 24 upper elementary school teachers during a unit on fractions. Two groups of mathematics “reform-minded” teachers participated in professional development programs—in either an intensive intervention or an intervention involving primarily teacher support. A 3rd group of teachers implemented traditional, textbased instruction and was not involved in any intervention. For most practices assessed, the 2 reform-minded groups of teachers did not differ significantly from each other, but both differed from the traditional teachers. The reform-minded teachers emphasized effort, mastery, and understanding more; encouraged student autonomy more; and created a psychologically safer environment than the traditional teachers did. The teachers in the intensive intervention, which included training in motivation, made more accurate judgments of students' motivation than the other reform-minded teachers did. There was modest evidence t...
{"title":"Can a Teacher Intervention Improve Classroom Practices and Student Motivation in Mathematics","authors":"D. Stipek, Karen B. Givvin, Julie M. Salmon, Valanne MacGyvers","doi":"10.1080/00220979809601404","DOIUrl":"https://doi.org/10.1080/00220979809601404","url":null,"abstract":"Abstract Classroom practices believed to affect student motivation were assessed for 24 upper elementary school teachers during a unit on fractions. Two groups of mathematics “reform-minded” teachers participated in professional development programs—in either an intensive intervention or an intervention involving primarily teacher support. A 3rd group of teachers implemented traditional, textbased instruction and was not involved in any intervention. For most practices assessed, the 2 reform-minded groups of teachers did not differ significantly from each other, but both differed from the traditional teachers. The reform-minded teachers emphasized effort, mastery, and understanding more; encouraged student autonomy more; and created a psychologically safer environment than the traditional teachers did. The teachers in the intensive intervention, which included training in motivation, made more accurate judgments of students' motivation than the other reform-minded teachers did. There was modest evidence t...","PeriodicalId":47911,"journal":{"name":"Journal of Experimental Education","volume":"66 1","pages":"319-337"},"PeriodicalIF":2.2,"publicationDate":"1998-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00220979809601404","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"58957966","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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