Scientia Paedagogica Experimentalis. International Journal of Experimental Research in Education. XV, l.

Autor/in	und weitere
Sonst. Personen	Verbist, R. (Hrsg.)
Institution	Centre for Experimental Educational Research, Ghent (Belgium).
Titel	Scientia Paedagogica Experimentalis. International Journal of Experimental Research in Education. XV, l.
Quelle	15 (1978) 1, (175 Seiten)Verfügbarkeit
Sprache	französisch; deutsch; englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Achievement; Academic Aptitude; Attitude Change; Educational Objectives; Educational Research; Elementary Secondary Education; Higher Education; International Organizations; Number Concepts; Operant Conditioning; Student Behavior; Teacher Attitudes; Teacher Behavior; Teacher Education Programs; Teaching Styles + Suchen Sie Ihr Suchwort? Schulleistung; Attitudinal change; Einstellungsänderung; Educational objective; Bildungsziel; Erziehungsziel; Bildungsforschung; Pädagogische Forschung; Hochschulbildung; Hochschulsystem; Hochschulwesen; International organisation; International organisations; International organization; Internationale Organisation; Number concept; Zahlbegriff; Operante Konditionierung; Student behaviour; Schülerverhalten; Lehrerverhalten; Teacher behaviour; Lehrstil; Unterrichtsstil
Abstract	This journal of educational research contains five papers written by a group of international authors. The first is a study of change in professional attitudes of student teachers that investigated the nature and extent of the change in their professional attitudes, and compared sex differences. The second paper is a technical examination of the predictive powers of stepwise multiple regression as a tool for estimating the degree of success that can be expected of students in collegiate vocational programs. The third paper is a study in which second grade students were given the reward of time off with games and books for remaining in their seats. The number of teacher reprimands was compared in each case. The fourth paper describes a model of social and individual change which relates to teacher training in the consideration of educational objectives, diagnosis of and alteration of the situation, and resulting feedback. The fifth paper is a study of whether an informal sequential program of experiences in a school setting is more effective than in the home setting in fostering the development of prenumber concepts. A chronicle of current research projects and information concerning the World Association for Educational Research are appended. (JN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01