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INDIVIDUAL DIFFERENCES IN LEARNERS
A LEARNING UNIT
COGNITIVE ENTRY BEHAVIORS
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3tanford 3TTIEVETENT 4chievement Test 4rithmetic Test 9bserver 9eading 9etropolitan 4rithmetic 9omprehension academic self-concept academic term achievement measures achievement test adequacy affective characteristics affective entry characteristics Algebra altered approach attitudes believe causal system chapter Chart classroom cognitive entry behaviors Composite Algebra control group control students correlations course cues curriculum determine developed equality of outcomes evidence feedback and correctives group instruction groups of students individual differences learner learning conditions learning outcomes learning process mastery group mastery learning mastery students mathematics measures of achievement median ment Metropolitan Teading micro-studies needed negative participation particular learning task percent positive affect predictive psychomotor learning quality of instruction reading comprehension reinforcement relation relatively school achievement school and school school learning school subjects set of learning student learning subject-related affect subsequent learning tasks success summative achievement teacher Teadiness Test 9etropolitan tion tutor University of Chicago variables variance variation in achievement