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About this PDF file: This new digital representation of the original work has been recomposed from XML files created from the original paper book, not from the original typesetting files. Page breaks are true to the original; line lengths, word breaks, heading styles, and other typesetting-specific formatting, however, cannot be retained, and some typographic errors may have been accidentally inserted. Please REFERENCES 81 References Abrami, P.C., Leventhal, L., & Perry, R.P. (1982). Educational seduction. Review of Educational Research , 52 , 446-462. Anderson, L.M., Brubaker, N.L., Alleman-Brooks, J., & Duffy, G.G. (1985). A qualitative study of seatwork in first-grade classrooms. Elementary School Journal , 86 , 123-140. Anderson, L.M., Evertson, C., & Brohpy, J. (1979). An experimental study of effective teaching in first-grade reading-groups. Elementary School Journal , 79 , 193-223. Anderson, L.W., Scott, C., & Hutlock, N. (1976, April). The effects of a mastery learning program on selected cognitive , affective , and ecological variables in grades 1 through 6 . Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco. Anderson, R. C., Spiro, R. J., & Montague, W. E. (Eds.), (1977). Schooling and the acquisition of knowledge . Hillsdale, NJ: Erlbaum. Anderson, R.C., & Hidde, J.L. (1971). Imagery and sentence learning. Journal of Educational Psychology , 62 , 81-94. Arlin, M. (1984). Time variability in mastery learning. American Educational Research Journal , 21 , 103-120. Arlin, M., & Webster, J. (1983). Time costs of mastery learning. Journal of Educational Psychology , 75 , 187-196. Aronson, E., Blaney, N., Stephan, C., Sikes, J., & Snapp, M. (1978). The Jigsaw classroom . Beverly Hills, CA: Sage. Atkinson, J.W., & Birch, D. (1978). Introduction to Motivation (2nd Edition). New York: Van Nostrand. Atkinson, M. L. (1984). Computer-assisted instruction: Current state of the art. Computers in the schools , 1 , 91-99. Austin, J.D. (1978). Homework research in mathematics. School Science and Mathematics , 79 , 115-122. Ausubel, D.P. (1960). The use of advanced organizers in the learning and retention of meaningful verbal material. Journal of Educational Psychology , 51 , 267-72. Barr, R., & Dreeben, R. (1983). How schools work . Chicago: University of Chicago Press. use the print version of this publication as the authoritative version for attribution.
About this PDF file: This new digital representation of the original work has been recomposed from XML files created from the original paper book, not from the original typesetting files. Page breaks are true to the original; line lengths, word breaks, heading styles, and other typesetting-specific formatting, however, cannot be retained, and some typographic errors may have been accidentally inserted. Please REFERENCES 82 Barringer, C., & Gholson, B. (1979). Effects of type and combination of feedback upon conceptual learning by children: Implications for research in academic learning. Review of Educational Research , 49 , 459-478. Barth, R. (1979). Home-based reinforcement of school behavior: A review and analysis. Review of Educational Research , 49 , 436-458. Belgard, M., Rosenshine, B., & Gage, N.L. (1971). Effectiveness in explaining: Evidence on its generality and correlation with pupil rating. In I. Westbury & A. Bellack (Eds.). Research into classroom processes : Recent developments and next steps . New York: Teachers College Press. Block, J.H., & Burns, R.B. (1976). Mastery learning. In L.S. Shulman (Ed.), Review of Research in Education ( Vol . 4 ). Itasca, IL: F.E. Peacock. Bloom, B.S. (1976). Human characteristics and school learning . New York: McGraw-Hill. Brophy, J.E. (1979). Teacher behavior and its effects. Journal of Educational Psychology , 71 , 733-750. Brophy, J. (1981). Teacher praise: A functional analysis. Review of Educational Research , 51 , 5-32. Brophy, J.E., & Evertson, C.M. (1974). Process-product correlations in the Texas teacher effectiveness study: Final report (Research Report No. 74-4). Austin: Research & Development Center for Teacher Education, University of Texas. Brophy, J.E., & Good, T.L. (1986). Teacher behavior and student achievement. In M.C. Wittrock (Ed.), Handbook of Research on Teaching , Third Edition. New York: McMillan. Carroll, J.B. (1963). A model of school learning. Teachers College Record , 64 , 723-733. Cavanagh, B.R. (1984). Effects of interdependent group contingencies on the achievement of elementary school children . Unpublished doctoral dissertation, University of Maryland. Chambers, J. A., & Sprecher, J. W. (1983). Computer-assisted instruction . Englewood Cliffs, NJ: Prentice-Hall. Clark, R. E., & Leonard, S. (1985, April). Computer research confounding . Paper presented at the annual convention of the American Educational Research Association, New Orleans. Cloward, R. D. (1967). Studies in tutoring. Journal of Experimental Education , 36 , 14-25. use the print version of this publication as the authoritative version for attribution.
About this PDF file: This new digital representation of the original work has been recomposed from XML files created from the original paper book, not from the original typesetting files. Page breaks are true to the original; line lengths, word breaks, heading styles, and other typesetting-specific formatting, however, cannot be retained, and some typographic errors may have been accidentally inserted. Please REFERENCES 83 Cooley, W.W., & Leinhardt, G. (1980). The instructional dimensions study. Educational Evaluation and Policy Analysis , 2 , 7-25. Dalis, G. T. (1970). Effect of precise objectives upon student achievement in health education. Journal of Experimental Education , 39 , 20-23. Devin-Sheehan, L., Feldman, R., & Allen, V. (1976). Research on children tutoring children: A critical review. Review of Educational Research , 46 (3), 355-385. Dillashaw, F. D., & Okey, J. R. (1983). Effects of a modified mastery learning strategy on achievement, attitudes, and on-task behavior of high school chemistry students. Journal of Research in Science Teaching , 20 , 203-211. Dunkin, M. (1978). Student characteristics, classroom processes, and student achievement. Journal of Educational Psychology , 70 , 998-1009. Dunkin, M.J., & Biddle, B.J. (1974). A study of teaching . New York: Holt, Rinehart, & Winston . Ellson, D. (1981). Tutoring. In N. L. Gage (Ed.), The psychology of teaching methods (pp. 130-165). Chicago: University of Chicago Press. Floyd, C. (1954). Meeting childrenâs reading needs in the middle grades: A preliminary report. Elementary School Journal , 55 , 99-103. Frederick, W., & Walberg, H. (1980). Learning as a function of time. Journal of Educational Research , 73 , 183-194. Gold, R.M., Reilly, A., Silberman, R., & Lehr, R. (1971). Academic achievement declines under pass-fail grading. Journal of Experimental Education , 39 , 17-21. Goldberg, M.L., Passow, A.H., & Justman, J. (1966). The effects of ability grouping . New York: Teachers College Press. Good, T., & Marshall, S. (1984). Do students learn more in heterogeneous or homogeneous groups? In P. Peterson, L.C. Wilkinson, & M. Hallinan (Eds.), The social context of instruction : Group organization and group processes (pp. 15-38). New York: Academic Press. Goodlad, J.I., & Anderson, R.H. (1963). The nongraded elementary school (rev. ed.). New York: Harcourt, Brace, & World. Guskey, T.R., & Gates, S.L. (1985, April). A synthesis of research on group-based mastery learning programs. Paper presented at the annual convention of the American Educational Research Association, Chicago. Hagman, J. D., & Hayes, J. F. (1985). Cooperative learning : Effects of task , reward , and group size on individual achievement . Unpublished technical report, U.S. Army Research Institute for the Behavioral and Social Sciences, Alexandria, VA. use the print version of this publication as the authoritative version for attribution.
About this PDF file: This new digital representation of the original work has been recomposed from XML files created from the original paper book, not from the original typesetting files. Page breaks are true to the original; line lengths, word breaks, heading styles, and other typesetting-specific formatting, however, cannot be retained, and some typographic errors may have been accidentally inserted. Please REFERENCES 84 Hales, L.W., Bain, P.T., & Rand, L.P. (1971, February). An investigation of some aspects of the pass-fail grading system. Paper presented at the annual meeting of the American Educational Research Association, New York. Hart, R.H. (1962). The nongraded primary school and arithmetic. The Arithmetic Teacher , 9 , 130-133. Hartley, S.S. (1977). Meta-analysis of the effects of individually paced instruction in mathematics. Dissertation Abstracts International , 38 , 4003A. (University Microfilms No. 77-29, 926). Hayes, L. (1976). The use of group contingencies for behavioral control: A review. Psychological Bulletin , 83 , 628-648. Horak, V.M. (1981). A meta-analysis of research findings on individualized instruction in mathematics. Journal of Educational Research , 74 , 249-253. Jones, B.F., Monsaas, J.A., & Katims, M. (1979, April). Improving reading comprehension: Embedding diverse learning strategies within a mastery learning instructional format. Paper presented at the annual meeting of the American Educational Research Association, San Francisco. Justman, J. (1968). Reading and class homogeneity. Reading Teacher , 21 , 314-316. Kaplan, R.M., & Pascoe, G.C. (1977). Humorous lectures and humorous examples: Some effects upon comprehension and retention. Journal of Educational Psychology , 69 , 61-65. Karweit, N. (1976). A reanalysis of the effect of quantity of schooling and achievement. Sociology of Education , 49 , 236-246. Karweit, N.L. (1981). Time in school. Research in Sociology of Education and Socialization , 2 , 77-110. Keller, F. S. (1968). Good-bye teacher⦠Journal of Applied Behavior Analysis , 1 , 78-89. Kersh, M.E. (1972). A study of mastery learning in elementary mathematics. Paper presented at the annual convention of the National Council of Teachers of Mathematics, Chicago. Kulik, J. A., Bangert, R. L., & Williams, G. W. (1983). Effects of computer-based teaching on secondary school students. Journal of Educational Psychology , 75 , 19-26. Kulik, J. A., Kulik, C.-L., & Cohen, P. A. (1979). A meta-analysis of outcome studies of Kellerâs Personalized System of Instruction. American Psychologist , 34 , 307-318. use the print version of this publication as the authoritative version for attribution.
About this PDF file: This new digital representation of the original work has been recomposed from XML files created from the original paper book, not from the original typesetting files. Page breaks are true to the original; line lengths, word breaks, heading styles, and other typesetting-specific formatting, however, cannot be retained, and some typographic errors may have been accidentally inserted. Please REFERENCES 85 Litow, L., & Pumroy, D.K. (1975). A brief review of classroom group-oriented contingencies. Journal of Applied Behavior Analysis , 8 , 341-347. Lozanov, G. (1978). Suggestology and outlines of suggestopedy . New York: Gordon and Breach. Madden, N. A., Steven, R. J., & Slavin, R. E. (1986). A comprehensive cooperative learning approach to elementary reading and writing: Effects on student achievement. Submitted for publication. Maddox, H., & Hoole, E. (1975). Performance decrement in the lecture. Educational Review , 28 , 17-30. Marliave, R., Fisher, C., & Dishaw, M. (1978). Academic learning time and student achievement in the B-C period. Far West Laboratory for Educational Research and Development. Technical Note V-29. Mevarech, Z. (1985, April). Cooperative mastery learning strategies. Paper presented at the annual convention of the American Educational Research Association, Chicago. Miller, R.L. (1976). Individualized instruction in mathematics: A review of research. The Mathematics Teacher , 69 , 345-351. Natriello, G. (in press). Evaluation processes in schools and classrooms. Educational Psychologist . OâLeary, K.D., & OâLeary, S.G. (1972). Classroom management : The successful use of behavior modification . New York: Pergamon. Peckham, P.D., & Roe, M.D. (1977). The effects of frequent testing. Journal of Research and Development in Education , 10 , 40-50. Peterson, E. E. (1977). A study of the use of the Lozanov method of accelerated learning in a naval science classroom. Journal of Suggestive-Accelerative Learning and Teaching , 2 , 3-10. Prichard, A., Schuster, D. H., & Gensch, J. (1980). Applying SALT to fifth grade reading instruction. Journal of Suggestive-Accelerative Learning and Teaching , 5 , 52-59. Ragosta, M. (1983). Computer-assisted instruction and compensatory education: A longitudinal analysis. Machine-Mediated Learning , 1 , 97-127. Redfield, D.L., & Rousseau, E.W. (1981). A meta-analysis of experimental research on teacher questioning behavior. Review of Educational Research , 51 , 237-245. Rosenshine, B.V., & Stevens, R.J. (1986). Teaching functions. In M.C. Wittrock (Ed.), Third handbook of research on teaching . Chicago: Rand McNally. use the print version of this publication as the authoritative version for attribution.
About this PDF file: This new digital representation of the original work has been recomposed from XML files created from the original paper book, not from the original typesetting files. Page breaks are true to the original; line lengths, word breaks, heading styles, and other typesetting-specific formatting, however, cannot be retained, and some typographic errors may have been accidentally inserted. Please REFERENCES 86 Rowan, B., & Miracle, A. (1983). Systems of ability grouping and the stratification of achievement in elementary schools. Sociology of Education , 56 , 133-144. Rowe, M.B. (1974). Wait-time and rewards as instructional variables, their influence on language, logic, and fate control: Part one-wait- time. Journal of Research in Science Teaching , 11 , 81-94. Schuster, D. H. (1976). A preliminary evaluation of the suggestive-accelerative Lozanov method of teaching beginning Spanish. Journal of Suggestive-Accelerative Learning and Teaching , 4 , 32-51. Schuster, D. H., & Gritton, C. E. (1985). Suggestive Accelerative Learning Techniques : Theory and Applications. Ames, IA: Iowa State University. Schuster, D. H., & Prichard, R. A. (1978). A two-year evaluation of the Suggestive-Accelerative Learning and Teaching (SALT) method in Central Iowa public schools. Journal of Suggestive-Accelerative Learning and Teaching , 3 , 108-122. Sharan, S., Hertz-Lazarowitz, R., & Ackerman, Z. (1980). Academic achievement of elementary school children in small-group vs. whole- class instruction. Journal of Experimental Education , 48 , 125-129. Slavin, R.E. (1977, April). A new model of classroom motivation. Paper presented at the annual convention of the American Educational Research Association, New York. Slavin, R.E. (1980). Effects of individual learning expectations on student achievement. Journal of Educational Psychology , 72 , 520-524. Slavin, R.E. (1983a). Cooperative Learning . New York: Longman. Slavin, R.E. (1983b). When does cooperative learning increase student achievement? Psychological Bulletin , 94 , 429-445. Slavin, R.E. (1984). Component building: A strategy for research-based instructional improvement. Elementary School Journal , 84 , 255-269. Slavin, R.E. (1985). Team-Assisted Individualization: Combining cooperative learning and individualized instruction in mathematics. In R.E. Slavin, S. Sharan, R. Hertz-Lazarowitz, C. Webbs, & R. Schmuck (Eds.), Learning to Cooperate , Cooperating to Learn (177-209). New York: Plenum. Slavin, R.E. (1986a). Ability grouping and student achievement in elementary schools: A best-evidence synthesis. Submitted for publication. Slavin, R.E. (1986b). Educational psychology : Theory into practice . Englewood Cliffs, NJ: Prentice-Hall. use the print version of this publication as the authoritative version for attribution.
About this PDF file: This new digital representation of the original work has been recomposed from XML files created from the original paper book, not from the original typesetting files. Page breaks are true to the original; line lengths, word breaks, heading styles, and other typesetting-specific formatting, however, cannot be retained, and some typographic errors may have been accidentally inserted. Please REFERENCES 87 Slavin, R.E. (1986c). Using Student Team Learning (3rd edition). Baltimore, MD: Johns Hopkins Team Learning Project. Slavin, R.E. (in press). A theory of school and classroom organization. Educational Psychologist . Slavin, R. E. (forthcoming). Mastery learning reconsidered. Baltimore, MD: Johns Hopkins University, Center for Research on Elementary and Middle Schools. Slavin, R.E., & Karweit, N. (1984). Mastery learning and student teams: A factorial experiment in urban general mathematics classes. American Educational Research Journal , 21 , 725-736. Slavin, R.E., & Karweit, N.L. (1985). Effects of whole-class, ability-grouped, and individualized instruction on mathematics achievement. American Educational Research Journal , 22 , 351-367. Slavin, R.E., Leavey, M., & Madden, N.A. (1984). Combining cooperative learning and individualized instruction: Effects on student mathematics achievement, attitudes, and behaviors. Elementary School Journal , 84 , 409-422. Slavin, R.E., Madden, N.A., & Leavey, M. (1984a). Effects of Team Assisted Individualization on the mathematics achievement of academically handicapped and non-handicapped students. Journal of Educational Psychology , 76 , 813-819. Smith, L.R., & Cotten, M.L. (1980). Effect of lesson vagueness and discontinuity on student achievement and attitudes. Journal of Educational Psychology , 72 , 670-675. Stallings, J.A. (in press). Under what conditions do children thrive in the Madeline Hunter model? Elementary School Journal . Stallings, J.A., & Kaskowitz, D. (1974). Follow-through classroom observation evaluation 1972-73 . Menlo Park, CA: Stanford Research Institute. Swanson, D. H., & Denton, J. J. (1977). Learning for mastery versus Personalized System of Instruction: A comparison of remediation strategies with secondary school students. Journal of Research in Science Teaching , 14 , 515-524. Thieme-Busch, C.A., & Prom, S.E. (1983, April). Impact of teacher use of time training on student achievement . Paper presented at the annual convention of the American Educational Research Association, Montreal. Wentling, T. L. (1973). Mastery versus nonmastery instruction with varying test item feedback treatments. Journal of Educational Psychology , 65 , 50-58. Winne, P.H. (1979). Experiments relating teachersâ use of higher cognitive questions to student achievement. Review of Educational Research , 49 , 13-50. use the print version of this publication as the authoritative version for attribution.
About this PDF file: This new digital representation of the original work has been recomposed from XML files created from the original paper book, not from the original typesetting files. Page breaks are true to the original; line lengths, word breaks, heading styles, and other typesetting-specific formatting, however, cannot be retained, and some typographic errors may have been accidentally inserted. Please use the print version of this publication as the authoritative version for attribution. 88
