Achievement Expectations: A Survey of Professional Opinions. [Report No.: CSE-R-80

Autor/in	Bradley, Paul A.
Institution	California Univ., Los Angeles. Center for the Study of Evaluation.
Titel	Achievement Expectations: A Survey of Professional Opinions. [Report No.: CSE-R-80
Quelle	(1972), (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Academic Achievement; Achievement Gains; Achievement Rating; Administrator Attitudes; Cost Effectiveness; Curriculum Development; Decision Making; Educational Objectives; Elementary Schools; Expectation; Instructional Programs; Models; Predictor Variables; Probability; Questionnaires; Statistical Analysis; Statistical Studies; Trend Analysis + Suchen Sie Ihr Suchwort? Schulleistung; Achievement gain; Leistungssteigerung; Achievement; Rating; Leistung; Beurteilung; Leistungsbeurteilung; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Decision-making; Entscheidungsfindung; Educational objective; Bildungsziel; Erziehungsziel; Elementary school; Grundschule; Volksschule; Expectancy; Erwartung; Analogiemodell; Prädiktor; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Fragebogen; Statistische Analyse; Trendanalyse
Abstract	This survey attempted to obtain data on the probability of improving student achievement when a new instructional program is implemented in an elementary school. The purpose of estimating the variable probability of improving student achievement was for use in the specification of a decision model whose purpose is to rank educational goals in terms of priority for curriculum change. To estimate the variable, questionnaires were designed to obtain the opinions of professional researchers and educators regarding the expected improvement in student performance for 40 goal areas and six different school types. The results indicated statistically significant differences among goal areas, but not among school types. However, the differences were so small as to suggest that the questionnaires were inadequately structured to reflect sensitivity to differences between goal areas and school types. (Author/DN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01