Individual Differences in Basic Skills Achievement.

Autor/in	Thomas, John W.
Institution	Research for Better Schools, Inc., Philadelphia, PA.
Titel	Individual Differences in Basic Skills Achievement.
Quelle	(1978), (100 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Age Differences; Aptitude Treatment Interaction; Basic Skills; Cognitive Style; Educational Research; Individual Differences; Intelligence; Learning Processes; Perceptual Development; Performance Factors; Racial Differences; Research Needs; Research Reviews (Publications); Sex Differences; Socioeconomic Influences; Student Attitudes; Teaching Methods + Suchen Sie Ihr Suchwort? Schulleistung; Age; Difference; Age difference; Altersunterschied; Basic skill; Grundfertigkeit; Cognitive styles; Kognitiver Stil; Bildungsforschung; Pädagogische Forschung; Individueller Unterschied; Intelligenz; Klugheit; Learning process; Lernprozess; Wahrnehmungsentwicklung; Leistungsindikator; Rassenunterschied; Forschungsbedarf; Sex difference; Geschlechtsunterschied; Sozioökonomischer Faktor; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Current research and though regarding the relationship of individual difference (ID) factors to achievement in the basic skills is reviewed. Four major categories and nine subcategories of ID factors are defined and serve as the framework for the review: status factors (age, sex, and race, ethnic group, and socioeconomic status); intelligence factors (IQ and specific intellective factors, and perceptual factors); affective factors (attitudes and personality factors); and process factors (cognitive styles and cognitive strategies). Within each section of the paper, an attempt is made to examine research on IDs from the perspective of identifying strategies of instructional intervention that might be employed to accomodate or reduce achievement-related learner differences. The review emphasizes that factors which describe variations in student performance on learning tasks are more useful for the design of adaptive instructional practices than are factors that describe psychometric traits of learners. Accordingly, the promises inherent in continued research on process factors are emphasized. (A bibliography is appended.) (Author/GDC)
Anmerkungen	Research for Better Schools, Inc., 444 North Third St., Philadelphia, PA 19123 ($6.00).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01