Edward L. Vockell

An investigation of the relationship between integrated learning systems and academic achievement

This study sought to determine whether there is a significant difference in the rate of gain in test scores between students who use an Integrated Learning System (ILS) and students in a set of like-paired schools who do not. Nine dependent variables from the Indiana Statewide Testing for Educational Progress (ISTEP) examination for third grade students provided the data. The study found that pre- versus post-test score differences were significant for both groups for the nine dependent variables examined separately or simultaneously. Experimental versus control test score differences were not significant for the nine dependent variables examined separately or simultaneously. The pre/post change for the experimental schools was not significantly different from the pre/post change for the control schools for the nine dependent variables examined separately or simultaneously. These results suggest that in Indiana during the time period studied, the use of an ILS did not lead to improved student performance on standardized test scores.

Sources of Information in Educational Research Literature.

AbstractCitations from the bibliographies in the fourth edition of the Encyclopedia of Educational Research were analyzed to determine the nature and age of the sources. The results indicate a trend toward emphasis on more recent journals and books in educational research. In addition, the fifteen most frequently cited journals are listed and trends in references to these journals are analyzed.

Critiques and Critical Comments in Educational Research Journals

W hile prepublication refereeing is the traditional route by which the scientific community formally screens and criticizes its primary archival reports, formal postpublication feedback is also an established scientific practice. The present study was undertaken to examine the availability and use of formal postpublication critique channels in journals reporting original research in education. Method A systematic random sample was taken of every tenth reference cited in the 1969 Encyclopedia of Educational Research. The 15 journals most frequently cited were taken as a good representation of high quality journals concerned with research in education. A letter was written to the editor of each of these journals asking for more detailed information on the journals policy with regard to letters, critical comments, critiques, and rejoinders. Each editor was asked to respond to a checklist questionnaire and to add additional comments as necessary to clarify the journals policy. All 15 of the editors responded after no more than one follow-up letter. In addition, a content analysis of the journals was performed independently of the information from the editors. All issues of the journals from 1968 and 1969 and the two most recent 1970 issues were examined for evidence of letters to the editor, critical comments, critiques, and rejoinders.

Cultural Literacy and Academic Achievement.

AbstractThis study was undertaken to determine whether a relationship existed between cultural literacy and academic achievement. It was found that among the fifth graders involved in the study there was a significant positive correlation between cultural literacy and academic achievement. In addition, although ethnicity, socioeconomic status, and type of school attended influenced the cultural literacy of the students, the positive relationship between cultural literacy and academic achievement existed among all these subgroups. The article briefly examines reasons behind this relationship.

Information Sources in Educational Research Literature

In this paper, we focus on the manner in which research information is disseminated to other researchers and to practitioners. We show a continuing reli ance on journals and a continuing tendency to rely on more recent literature (espe cially journals) in research reports. In addition, we list the 15 journals most fre quently cited in the sixth edition of the Encyclopedia of Educational Research. A comparison of this list with previous studies revealed considerable shifts in the prom inence of journals related to educational research since the third, fourth, and fifth editions of the Encyclopedia. In addition to indicating trends in educational research literature, these results suggest potential areas of interest and emphasis both for the individual reader and researcher and for the compiler of general and research library collections in education. The results also suggest sources for disseminating informa tion most rapidly to the widest possible audiences. IN THIS ARTICLE we explore the manner in which researchers disseminate information to other researchers and to practitioners. An understanding of how research is disseminated can help users of research identify sources in which they are likely to find current information on educational topics. In addition, a knowl edge of dissemination patterns will help researchers identify channels for publish ing the results of their research. What forms of research do experts in educational research most often cite? How recent are these citations? What specific sources are cited most frequently? How have citation patterns changed in recent years? To answer these questions, we examined a systematic random sample of every fifth reference from the lists of references in the sixth edition of the Encyclopedia of Educational Research (Alkin, 1992). We then categorized these references by date of publication and nature of the source. As indicated in Table 1, most of the citations referred to journals (35.6%) and to single-author books (34.4%). Of all the citations, 31.2% referred to sources

The Learning Center: Stimulus to Cognitive and Affective Growth

The Elementary School Journal Volume 79, Number 1 ? 1978 by The University of Chicago. 0013-5984/79/7901-0004

Modified Behavior Modification.

00.75 Open education has been described as child-centered. In open-education programs the child has freedom of choice, opportunities to interact with peers and teachers, and freedom from fear of errors. The child experiences freedom to explore his own interests in depth. The child is given a wide selection of materials and is exposed to problem-solving situations and interdisciplinary units (1). Succinctly stated, open education emphasizes the interaction of the child with the total environment (2). Some educators feel that the results of

The Computer and Academic Learning Time.

1. Most teachers can teach effectively without systematic application of the principles of behavior modification in their pure form. 2. It is absolutely essential to take into consideration internal states (such as thoughts, likes and dislikes, feelings, etc.) when teachers apply behavior modification to their students. 3. Punishment is an appropriate educational strategy not only in disciplinary situations but in many other learning situations; and teachers who reject out-of-hand the possibility of ever using punishment will not be as effective as they would be if they would employ this technique in a judicious manner.