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Enhancing Human Performance: Background Papers, Learning During Sleep (1988)
Commission on Behavioral and Social Sciences and Education (CBASSE)

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OCR for page 81
Ref erences Abr~i. P. C., Leventh~l, 1~., & Perry, R. P. ( 1982) . Educational seduction. Review of Educational Research, 52, 446-462. _ _ Anderson, L.M., Brubaker, N.L., All.'nan-Brooks, J., & Duff, 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) . Am 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, ~ ec~i- cal variables in grades 1 through 6. Paper presented at the Annual Meeting of the American Educational Research Amoco ationa San Fran- cisco . Anderson. R. C., Spiro, R. J. a & Montague, W. E. (Eds.), ~1977) . Schooling and the acquisition of knowledge. Hillsdale, NO: Erlba''m. ~ ~ _ Anderson, R.C. , & Hidde, J.L. ~1971) . Imagery and sentence learning. Jour- nal of Educational Psychology, 62, 81-94. Arlin, M. (19843. Time variability in mastery learning. American Educa- tional 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. ~ 197 8) . The Jigsaw classroom. Beverly Hills, CA: Sage. . Atkinson, J. W., & Birch, D. ~ 197 8) . Introduction to Motivation ~ 2nd Edi- tion). New York: Van Nostrand. Atkinson, M. I`. ( 19843 . 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, 79a 115-122e Ausubel, D. P. ( 1960) . The use of advanced organizers in the learning and retention of meaningful verbal material. Journal of Educational =- chology, 51, 267-7 2. Barr, R., & Dreeben, R. (1983) . How schools work. Chicago: University of ~ . Chicago Press. —33—

OCR for page 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 explain- ing: Evidence on its generality and correlation with pupil rating. In I. Westbury & A. Belleck (Ede.~. Research into classroom processes: _ . Recent developments and next steps. New York: Teachers College Press. ~ _ Block, Jell., & Burns. R.B. (19763. Mastery learning. In L.S. Shulman (Ed.), Review of Research in Education (Vol. 4~. Itasca, IL: F.E. _ . _ . ~ _ Peacock. Bloom, B.S. ~ 1976) . H1'mPn characteristics and school learning. New York: ~ . McGrew-Hill. Brophy, J. E. ( 1979) . Teacher behavior and its effects. Journal of Educa tional Psychology, 71, 733-750. Brophy, J. (1981~. Teacher praise: A functional analysis. Review of Educa- tional Research. 51, 5-32. Brophy, J.E., & Evertson, C.M. (1974~. Proce~g-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. Erophy, J.E. ~ & Good, T.L. (1986) . Teacher behavior and student achieves meet. In M.C. Wittrock (Ed.), Handbook of Research on Teaching, Third Editi on. New York: McMil fan. Carroll. J.B. (1963~. A model of school learning. 64, 723-733. Teachers College Record, Cavanagh, B. R. ( 1984) . Effects of interdependent group contingencies on the achievement of elementary school children. Unpublished doctors dis- sertation' University of Maryland. Chambers, J. A., & Sprecher, J. W. (1983~. Computer-a=sisted instruction. Eng! wood C! if f a, NO : Prentice-H~ 1. Clark, R. E., & Leonard. S. (1985, April). Computer research confounding. Paper presented at the annual convention of the American Educational Research Association, New Orleans. Claward, R. D. ( 1967~ . Studier in tutoring. Journal of Experimental Edu- cation, 36, 14-25. -34-

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Cooley, W.W.. & Leinhardt, G. (1980). The instructional dimensions study. Educational Evaluation and Policy A$1alySi8, 2, 7-25 . Dalis, G. T. ( 1970) . Effect of precise obj ectives upon student achievement in heal th education. Journal of Experimental Education, 39 ~ 20-23 . Devin-sheehan. L., Feldman, R., & Allen, V. (1976) . Research on children tutoring chil dren: A critical review. Review of Educational Research, _ (3), 355-385. Dillash~. F. D., & Okey, J. R. ~ 1983 ~ . Ef fects of a modif fed master learning strategy on achievement. attitudes, and or: task behavior of high school chemistry students. Journal of Research In Science Teach- ir~, _, 203-211 . Dunkin, M. ( 1978) . Student characteristics, classroom processes, ant 8tU- dent achievement. Journal of Educational Psychology, 70, 998-1009. Dunkin. M. J., & Biddle, B. J. ~ 1974) . A study of teaching. New York: Halt, Rinehart, & Winston. EI180n, D. (1981~. Tutoring. In N. L. Gage (Ed.), The psychology of teaching methods (pp. 130-165~. Chicago: University of Chicago Press. Floyd, C. (19541. Meeting children's reading needs in the middle grades: A preliminary report. Elementary. School Journal. 55, 99-103. Frederick, W., & Walberg, H. (19803. Learning as a function of dime. Jour- nal of Educational Research, 73, 183-194. ~ _ . . _ Gold, R.M., Reilly, A., Silbe~an, R., & Lehr, R. (1971) . Academic achier men t declines under pass-fail grading. Journal of Experimental Educa- t_. 39, 17-21. Goldberg. M.L., Prow. 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 (Ede. ), The social context of instruction : Group organization and group processes (pp. 15-38~. New York: Academic Press. Goodiad, J. I., & Anderson, R. H. ( 1963) . The nongraded elementary school (rev. em.. New York: Harcourt, Brace, & World. Guskey, T.R., & Gates, S.L. (1985, April) . A synthesis of research on group~based mastery reaming program. Paper presented at the annual convention of the American Educational Research Association, Chicago. Ragman, J. D. , & Hayes, J. F. ~1985~. Cooperative learning: Effects of task, reward, and group size on ~ ndividual achievement. Unpublished technical report, U.S. Ably Research Institute for the Behavioral and Social Sciences, Alexandria, VA. —35—

OCR for page 84
Hal es, L. W. , Bain, P. T., & Rand. L. P. ( 197 1 , February) . An invest) gation of come aspects of the pass- fail grading cysts ~ Paper presented at the annual meeting of the American Educational Research Association, New York. Hart, R.H. (19623. The nongraded primary school and arithmetic. The Arith- metic Teacher, 9, 130~133 . - Har~cley, S. S. ( 1977) . Meta-analysis of the ef fects of individually paced instruction In mathematics. Dissertation Abstracts International, 38, 4003A. (University Microf ilms No. 77-29, 926) . Payes, L. ( 1976~ . The use of group contingencies for behaviors control: A review. Psychological Bulletin, 83, 6 20648. Horak. V.M. (1981~. A meta-analysi~ of research findings on individualized instruction in mathematics. Journal of Educational Research, 74, 249-253 . Jones, B. F., Monsaas, J.A., & Katime, 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 Assoc iation. San Francisco. Justman, J. ( 196 8~ . Reading and class homogeneity. Reading Teacher. 21 314-316. Kaplan, R.M., & Pascoe, G. C. ~ 1977) . Humorous lectures and humorous ex~m- ples: Some effects upon comprehension and retention. Journal of Educa- tional Psychology. 69. 61-65. Karweit, N. ~ 1976) . A reanalysis of the ef feet of quantity of school ing and achievement. Sociology of Education, 49, 236-246. Karweit, N.L. ( 1981~ . Time in school. Research In Sociology of Education and Social izat ion, 2, 7 7-110 . ~ . _ Keller, F. S. ( 1968~ . Good-bye teacher. . . Journal of Applied Behavior Analysis ~ 1, 7 089 . Kersh, M.E. (1972~. A study of mastery learning in elementary mathematics. Paper presented at the and - 1 convention of the National Council of Teachers of Math~ati cs, Chicago. Kulik, J. A., Bangers, R. L., & Williams, G. W. (1983~. Effects of compu- ter~ba~ed teaching on secondary school students. Journal of Educa- tional Psychology, 75, 19-26 . Kulik. J. A.. Kulik, C.-L.. & Cohen, P. Ae (1979)e A meta-analysis of out- come studies of Keller's Personalized System of Instruction. American Psychologist, 34, 307-318. —36—

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Litaw, L., & Pumroy, D.K. (1975~. A brief review of classroom group- riented contingencies. Journal of Applied Behavior Analysis, 8, 341-347 . Lozanov, G. ( 1-97 8~ . &g~estoloRy 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. Edu- cational Review, 28, 17-3 O. - Marl ieve, R., Fisher, C., & Dishaw, M. ~ 197 8) . Academic learning time and student achievement in the B-C period. Far West Laboratory for Educa- tional Research and Development. Technical Note tt-29. Mevarech, Z. (1985, April). Cooperative mastery learning strategies. Paper presented at the annual convention of the American Educations Research Assoc iation, 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 classroom. Educational Psychologist. O'Leary, K. D., & O' Leary, S. G. ~ 1972) . Classroom management: The successful use of behavior modification. New York: Perg~on. ~ _ . Pecks, P. D., & Roe, M. D. ~ 1977) . The ef facts of frequent testing. Jour- nal of Research and Development in Education, 10, 40-50. ~ _ . ~ _ . _ Peterson, E. E. ( 19773 . A study of the use of the Lozanov method of accel- erated learning in a naval science classroom. Journal of Sugge~tive Acc elerat ive Learning and Teaching ~ 2, 3 -10 . Prichard, A., Schuster. D. H., & Gensch, J. ~ 1980 ~ . Applying SALT to f if th grade reading instruction. Journal of Suggestive-Accelerative Learning and Teaching, 5, 52-59. Ragosta, M. (19~. Computer~assisted instruction and compensatory educa- tion: A longitudinal analysis. Machine-Mediated Learning. 1, 97-127. Redfield, D.L., & Rousseau, E.W. (1981~. A meta-analy~is of experiments research on teacher questioning behavior. Review of Educational Research. 51, 23 7-245 . Rosenshine, 8.V., & Stevens, R.J. (1986) . Teaching functions. In M.C. Wit- trock (Ed. ), Third handbook of research on teaching. Chicago : Rand McNal ly .

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Rowan, B., & Miracle, A. tl983) . SySt~S of ability grouping and the straw tification of achievement in elementary schools. Sociology of Educa- tion, 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 o f Research in Sc fence Teaching, 11, 81 -94 . . Schuster. D. H. (19763. A preliminary evaluation of the suggestive~accel- erati~re Lozano~r method of teaching beginning Spanish. Journal of ~- gestive-Accelerati~re Learning and Teaching. 4, 3 2-51 . ~ _ Schuster, D. H., & Gritton, C. E. (1985~. Suggestive Accelerative Learning Techniques: theory and Applications. Ames, IA: Iowa State Universe sity. Schuster, D. H., & Prichard, R. A. ~ 1978) . A two~year evaluation of the Suggestive~Accel erative Learning and Teaching ~ SALT) method in Central Iowa pub' ic schools. Journal of Suggestive-Accelerati~re Learning and Teaching. 3, 108-122. - Sharan, S., Hertz-Laz arowitz , R., & Ackerman, Z. ~ 1980 ~ . Academic achiev~ ment of elementary school children in small-group vat 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 con~renti on of ache American Educational Research Association, New York. Slavin, R. E. ~ 1980 ~ . Effects of individual learning expectations on student achievement. Journal of Educational Psychology, 7 2, 5 20-5 24. Slavin, R. E. ( 1983a) . Cooperative Learning. N.' York: Longman. Slavin, R. E. ( 1983b) . Men does cooperative learning increase student achievement? Psychological Bulletin, 94, 429-445. Slavin, R. E. ~ 1984) . Component building: A strategy for researc~based instructional improvement. Elementary School Journal, 84, 255-269 . Slavin, R. E. ~ 1985 ~ . Te - -Assisted Individual iz ation: Combining cooperative learning and individualized instruction in mathematics. In R. E. S1 - vin, S. Sharan, R. Hertz-Lazarowitz, C. Webbe. & R. Schmuck (Eds. ), Learning to Cooperate, Cooperating to Learn ( 177-209~ . New York: Plea _ . num. Slavin, R. E. ( 1986a) . Ability grouping and student achievement in element tary schools: A best-evidence synthesis. Submitted for publication. Slavin, R. E. ( 1986b) . Educational psychology: Theo r`,r into practice. England wood Cliffs, Ad: Prentice-Hall. —38—

OCR for page 87
Slavin. R.E. (1986c). Using Student Team Learning lard edition). Balti- more. MD: Johns Hopkins Teem Learning Proj ect. Slavin. R.E. (in press). A theory of school and classroom organization. Educational Psychologist. Slavin, R. E. ~ forthcoming) . Mastery reaming reconsidered. Baltimore, Ml): Johns Hopkins University, Center for Research on Elementary and Middl e School s. Slavin, R.E. a & Karweit, N. (1984) . Mastery learning and student tens: A factorial experiment in urban general ma~chmati C8 classes. American Educational Research Journal, 21, 7 25-7 36 . Slavin, R. E., & Kanreit, 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 - achie~rement, attitudes, and behaviors. Elementary School Journal, 84a 409-422. Slavin, R.E., Madden, N.A. a & Leavey, M. (1984a). Effects of Ten Assisted Individualization on the mathematics achie~r-?nent of academically handi- capped and no~handicapped students. Journal of Educational Paychol- op;y, 76, 813-819. Smith, L.R., & Cotten, M.L. (1980) . Effect of lesson vagueness and discord tinuity on student achievement and attitudes. Journal of Educational Psychology, _, 670-675 . Stalling~, J.~. (in press). Under what conditions do children thrive in the Madeline Hunter model? Elementary School Journal. Stallings, J.A., & Kaskowitza D. ~ 1974) . Follow-through classroom observa- tion evaluation 1972-73. Menlo Park, CA: Stanford Research Institute. Swanson, D. H., & Denton, J. J. ( 19773 . Learning for mastery versus Perk sonalized System of Instruction: A comparison of remediation strategy gies with secondary school students. Journal of Research In Science Teaching, 14, 515-5 24. 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 Assoc iation, Montreal . Wentling, T. L. (19733. Mastery versus nonmastery instruction with varying test item feedback trea~cmente. Journal of Educational Psychology, 65, 50-58. Winne, P. H. ( 1979) . Experiments relating teachers' use of higher cognitive questions to student achievement. Review of Educational Research, 49, _ _ 13-50 . —39—

Representative terms from entire chapter:

american educational