Philip Lambert

An Analysis of the Relative Efficacy of Advanced Organizers, Post Organizers, Interspersed Questions, and Combinations Thereof in Facilitating Learning and Retention from a Televised Lecture.

Cognitive organizers and interspersed questions have been demonstrated to facilitate learning from written material. This study investigated the effects of advance organizers, post organizers, and interspersed questions as procedures for improving learning from video-taped lectures. Ninth graders (N = 176) were assigned at random to eight isolated and combined instances of advance organizers, post organizers, and questions; one group was instructed without the use of adjunct material. Learning was evaluated through a multiple-choice test, and the results were subjected to analysis of variance and to Scheffe post hoc procedures. Significant effects were found for interspersed questions. Neither advance nor post organizers resulted in increased learning. IN ANY learning situation, what is learned is dependent not only upon the subject matter, but upon the teaching-learning process, the environ mental conditions at the time of instruction, and the intra-psychic activities of the students as well. When the student is considered as an active agent in his own learning, it becomes necessary to emphasize the discovery of ways of managing those student activities and processes which give rise to learning. Recently the use of adjunct ma terials, particularly cognitive organizers and in terspersed questions, has been demonstrated by several investigators (1, 4, 5, 11, 13) to have a facilitative effect upon learning from written materials.

A Study of the Elementary-School Teaching Team

the report prepared for the Office of Education, U.S. Department of Health, Education, and Welfare (2). This article reviews the organizational design of the study, describes the hierarchical arrangement in the team, considers a controlled study of pupil discipline (relating it to the nature of the team structure), and briefly discusses suggestions to improve team-teaching organizations. De ign Two elementary schools in Madison, Wisconsin, provided the pupils for this study. The schools served primarily the lower socioeconomic families in the city. About 25 per cent of the families were receiving funds under the public assistance program; 60 to 70 per cent of the fathers were employed in unskilled or semiskilled occupations. Three organizations that together enrolled about 350 pupils were involved in the study. Two of these organizations were the team and the self-contained organizations in Washington School, which housed about 60 per cent of the pupils in the study. The third organization was the self-contained organization in Longfellow School, which enrolled the remaining 40 per cent of the subjects. Since the project ran for two years, the exact

The Reliability and Validity of Quick Tests With High School Seniors

The Quick Word Test (QWT), Quick Number Test (QNT), and a number of criterion verbal and numerical tests were related with the English and Math grade point average (GPA) scores in this study. The QWT, in general, had lower correlations with English GPA scores than the criterion tests. The correlations between the QNT and the Math GPA was approximately at the same level as the criterion measures.

Intelligent Word Associations in High School Students.

AbstractThe place of word associations in measures of verbal abilities is discussed. A study involving a sample of high school students selected to be representative of a broad and “normal” population in abilities is reported. The test devised of word associations is found to be reliable in this sample, and is found not only to be well related to measures of verbal abilities, but equal to them in ability to predict the external criterion of level of English class to which the student has been assigned.