The Journal of Educational Research

Nietfeld, John L.; Schraw, Gregory

doi: 10.1080/00220670209596583pmid: N/A

Abstract The effect of prior knowledge and strategy training on monitoring accuracy among college students was investigated. The authors compared the debilitative, no-impact, and facultative hypotheses. The authors predicted that prior knowledge and strategy training would facilitate monitoring accuracy because both variables help students assess their performance. Experiment 1 revealed that mathematics knowledge was related positively to performance and monitoring accuracy. In Experiment 2, the trainable and no-trainable hypotheses were tested; the authors found that strategy training increased performance and monitoring accuracy immediately, but not after a 1-week delay. Measures of general ability and mathematics self-efficacy were not related to monitoring accuracy in either experiment.

Chang, Chun-Yen

doi: 10.1080/00220670209596584pmid: N/A

Abstract The relative effectiveness of a problem-solving-based computer-assisted instruction (PSCAI) and a lecture-Internet-discussion instruction (LIDI) were compared for Taiwan senior high school students' science achievement and attitudes toward science. A pretest-posttest control group experimental design involving 8 classes was used. Experimental-group students (n = 156) received the PSCAI; comparison-group students (n = 138) received the LIDI. Instruments included the Earth Science Achievement Test (C. Y. Chang, 2000) and the Attitudes Toward Earth Science Inventory (C. Y. Chang & S. L. Mao, 1999). A multivariate analysis of covariance suggested that (a) students taught using the PSCAI scored higher but not significantly higher than did students in the LIDI group and (b) there were statistically significant differences in favor of the PSCAI on student attitudes toward the subject matter.

Secker, Clare von

doi: 10.1080/00220670209596585pmid: N/A

Abstract Within science education reforms, a pedagogical shift from a teacher-centered, textbook-based instructional paradigm to a student-centered, inquiry-based model is called for. Despite strong theoretical grounding, there is limited empirical evidence that these reforms will achieve national goals of academic excellence and equity. The author used hierarchical linear models to estimate the extent to which 5 inquiry-based teacher practices promote achievement of all students (excellence) and reduce gaps in achievement among students with different demographic profiles (equity). Findings suggest that teacher practices that improve overall academic excellence simultaneously are as likely to contribute to greater inequities among more and less advantaged students as they are to close persistent achievement gaps.

Jensen, Murray; Johnson, David W.; Johnson, Roger T.

doi: 10.1080/00220670209596586pmid: N/A

Abstract The authors examined the effects of positive interdependence vs. no interdependence on students' academic achievement. Participants included 151 U.S. college students who took weekly electronic quizzes on which they could interact with group mates in a chat room. In the positive interdependence condition, 1 member was chosen at random, and his or her score was given to all members of the group. In the no-interdependence condition, each group member received his or her own score on each quiz. Achievement was measured by biweekly examinations that students took by themselves and that produced their own independent scores. Students in the positive-interdependence condition engaged in significantly more interaction and more promotive interaction while taking the electronic quizzes and achieved higher scores on the subsequent examinations taken individually.

Wayman, Jeffrey C.

doi: 10.1080/00220670209596587pmid: N/A

Abstract The few studies that have compared dropouts with and without degrees have provided information that has limited application for policy and prevention, because factors identified as associated with degree attainment are ones that are difficult to affect. The present study examined diploma and GED attainment in Mexican American and non-Latino White dropouts, hypothesizing that utilization of the educational resilience framework would increase knowledge about degree attainment in dropouts and provide factors that are more easily affected by practitioners. Logistic regression was used to determine factors associated with degree attainment, and multiple imputation was used to account for sample bias due to nonparticipation. Results indicated that viewing the returning dropout as a resilient student does provide a more useful set of factors associated with degree attainment.

Wong, Bernice Y. L.; Kuperis, Sonia; Jamieson, Dianne; Keller, Lois; Cull-hewitt, Robin

doi: 10.1080/00220670209596588pmid: N/A

Abstract The authors investigated the effects of guided journal writing on students' understanding of themes and main characters in a complex novel. Three English 12 classes were randomly assigned to 1 no-writing condition and 2 writing conditions—character clues and general-response questions. The results from 2 posttests consistently indicated that students who wrote significantly surpassed students who did not write. Student self-ratings data indicated that the students believed that the writing activities helped them with story understanding. Student interview data indicated that students believed that the writing made them think more deeply about the story. The results support the contributions of writing to student literary learning and the research of J. Marshall (1987) and G. E. Newell (1994, 1996).