Informal Education: Where Does It Make a Difference.

Autor/inn/en	Anttonen, Ralph G.; Dianna, Michael
Titel	Informal Education: Where Does It Make a Difference.
Quelle	(1980), (20 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Achievement; Achievement Rating; Achievement Tests; Comparative Analysis; Elementary Education; Elementary School Students; Environmental Influences; Grade 3; Individual Differences; Open Education; Socioeconomic Status; Standardized Tests; Traditional Schools + Suchen Sie Ihr Suchwort? Schulleistung; Achievement; Rating; Leistung; Beurteilung; Leistungsbeurteilung; Achievement test; Testing; Test; Tests; Leistungsüberprüfung; Testdurchführung; Testen; Elementarunterricht; Environmental influence; Umwelteinfluss; School year 03; 3. Schuljahr; Schuljahr 03; Individueller Unterschied; Offene Erziehung; Offener Unterricht; Socio-economic status; Sozioökonomischer Status; Standadised tests; Standardisierter Test; Traditioneller Unterricht
Abstract	The purpose of this study was to determine whether there were significant differences in the academic achievement of children attending three different types of school: a model "open" school, a comparable "traditional" school, and a traditional school with a student population from a higher socioeconomic area. Data based on standardized achievement tests (Comprehensive Test of Basic Skills, CTBS) were gathered from approximately 95 third graders over a two-year period for each of the three schools. In addition, a control for intelligence was obtained by analyzing a discrepancy score based on predicted achievement, rather than actual grade equivalent. One way analysis of variance on discrepancy scores revealed significant differences for the subtests of Reference, favoring the model "open" school, and Social Studies, favoring the higher socioeconomic "traditional" school. Analysis of discrepancy scores, collected at the beginning and end of a two-year period, showed five out of the seven CTBS subtests favored the model school. The study stressed the importance of examining not only the method of instruction, but also the socioeconomic factor and the teacher variable. (Author/MP)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01