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REVIEW OF LITERATURE
RESULTS AND DISCUSSION
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000 Residual 2-way Interactions 3-way Interactions addition Adult Interaction attention behavior Bi-Variate Plot ceiling effects Cell Means class teacher Cognitive Development Composite Personal-Social Development curriculum developmental DF MS F effect of program effect of sex Exemplification Expression of Feelings/Affect F Covariates Hypothesis Instructional Pace interaction of program kindergarten learning main effect male children Mean Gains Means and Counts Means and Standard Montessori class Montessori method Montessori program gained Montessori teachers Multidimensional Scaling Multiple occurrence Figure outliers Peer Interaction PERSONAL-SOCIAL DEVELOPMENT BDI Plot of Mean posttest scores preschool pretest scores PROGRAM AGE SEX Program and Age Q-Sort sex and age Signif of F Source of Variation Standard Deviations Stanford-Binet Intelligence Scale statements statistically significant Structured program subdomain of Personal-Social Summary of ANCOVA Taiwan task teaching style u:unit Unit-Structured 4-year-old class Unit-Structured 5-year-old Unit-Structured program gained Unit-Structured teachers variables Variation SS DF Verbal Recitation views about education