Literaturnachweis - Detailanzeige
| Autor/inn/en | Price, Gary G.; und weitere |
|---|---|
| Institution | Wisconsin Univ., Madison. Research and Development Center for Individualized Schooling. |
| Titel | Organizational and Instructional Features That Affect Grade 2 and Grade 5 Reading Achievement in IGE Schools. |
| Quelle | (1980), (45 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Achievement Gains; Grade 2; Grade 5; Individualized Instruction; Individualized Reading; Models; Program Evaluation; Program Implementation; Reading Achievement; Reading Programs; Reading Research; Teaching Methods |
| Abstract | The relationship between the organizational and instructional features of IGE (Individually Guided Education) schools and the reading achievement of second and fifth grade students is discussed. A theoretical model of how variations in different organizational and instructional features would be linked is presented and evaluated in terms of how adequately it fits data obtained from the schools. The results of the causal analysis used suggest that the instructional and organizational features, as measured in this study, are not able to account for much of the variance associated with the reading achievement of the second and fifth grade students. (Author/MKM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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