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INDIVIDUAL DIFFERENCES IN LEARNERS
A LEARNING UNIT
COGNITIVE ENTRY BEHAVIORS
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1eadiness 1tanford academic self-concept academic term Achievement Achievement achievement measures achievement test adequacy affect toward school affective characteristics affective entry characteristics Algebra altered APPENDIX TABLE approach attitudes believe causal system chapter Chart classroom cognitive entry behaviors Composite Algebra control group control students course criterion-referenced test cues curriculum determine developed equality of outcomes evidence feedback and correctives final achievement group instruction groups of students individual differences learner learning outcomes learning process mastery group mastery learning mastery students mathematics Mchievement 1est measures of achievement ment Metropolitan 1eading Metropolitan 1rithmetic micro-studies needed negative participation particular learning task percent predictive psychomotor learning quality of instruction reading reinforcement relatively school achievement school and school school learning school subjects set of learning SMSG student achievement student learning subject-related affect subsequent achievement subsequent learning tasks success summative achievement teacher Test Metropolitan tion tutor University of Chicago variables variance variation in achievement