ADAPTING INSTRUCTION TO STUDENT DIFFERENCES IN AN INDIVIDUALIZED SCIENCE PROGRAM.
The article investigates the types of instructional models that maximize outcome measures for a variety of student characteristics. The four types of instructional models designed for ninth-grade science course includes the teacher-directed treatment, the media treatment, the reading treatment and t...
| Publicado en: | Journal of Research in Science Teaching Vol. 14; no. 1; pp. 27 - 33 |
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| Autores principales: | , |
| Formato: | Artículo |
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Wiley-Blackwell
Jan1977
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=21422372&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 21422372 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00224308 STE jtl: Journal of Research in Science Teaching issn: 00224308 maglogo: Y pubinfo: dt: Jan1977 vid: 14 iid: 1 pid: 480 pub: Wiley-Blackwell artinfo: ui: 21422372 10.1002/tea.3660140105 ppf: 27 ppct: 6 formats: tig: atl: ADAPTING INSTRUCTION TO STUDENT DIFFERENCES IN AN INDIVIDUALIZED SCIENCE PROGRAM. aug: au: Sheehan, Daniel S. Hambleton, Ronald K. affil: Dallas Independent School District, Dallas, Texas 75204 University of Massachusetts, Amherst, Massachusetts su: Teaching aids Instructional systems Education Students Programmed instruction Science teachers Test anxiety Educational psychology Educational technology sug: subj: Teaching aids Instructional systems Education Students Programmed instruction Science teachers Test anxiety Educational psychology Educational technology ab: The article investigates the types of instructional models that maximize outcome measures for a variety of student characteristics. The four types of instructional models designed for ninth-grade science course includes the teacher-directed treatment, the media treatment, the reading treatment and the programmed instruction treatment. The result of the study provide guidelines to science teachers on how to assign students to the treatment groups on the basis of Test Anxiety Scale for Children scores. It indicates that control was lacking in the execution of the instructional treatments. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 1977 holdings: @attributes: islocal: N |
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