Final Report on an Independent Study Program for the Academically Able.
Fuente:
ERIC Institute of Education Sciences
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| Autores principales: | , |
|---|---|
| Formato: | Recurso educativo Open Access |
| Lenguaje: | en |
| Publicado: |
1968
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| Materias: | |
| Acceso en línea: | |
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| _version_ | 1867181745860771840 |
|---|---|
| author | Lodato, Francis And Others |
| author_facet | Lodato, Francis And Others Lodato, Francis And Others |
| collection | Education Resources Information Center |
| contents | Final Report on an Independent Study Program for the Academically Able. Lodato, Francis And Others Academic Achievement Academically Gifted Grouping (Instructional Purposes) Independent Study Individual Reading Individualized Instruction Secondary School Students Student Projects Released time from classes for independent study by academically able high-school juniors and seniors is evaluated here after a four-year study. Concern was centered on the effects of this program on high school functioning and, later, on college records. Major hypotheses of the study were that: (1) independent reading groups would show greater gains in school satisfaction, study habits, and library skills; (2) certain cognitive and affective measures would not be useful in predicting success in independent study; and (3) achievement in areas other than the independently studied areas would differ little from that of control groups. These hypotheses were largely supported. Absences from class had no adverse effects, and trends indicated favorable effects of independent study. Significantly more experimental students chose majors in their freshman year in college than did matched controls. Tendencies that did not reach statistical significance favored experimental groups in other areas of the college investigation as well. (BP) |
| format | Recurso educativo Open Access |
| id | eric_ED025810 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 1968 |
| record_format | eric |
| spellingShingle | Final Report on an Independent Study Program for the Academically Able. Lodato, Francis And Others Academic Achievement Academically Gifted Grouping (Instructional Purposes) Independent Study Individual Reading Individualized Instruction Secondary School Students Student Projects Final Report on an Independent Study Program for the Academically Able. Lodato, Francis And Others Academic Achievement Academically Gifted Grouping (Instructional Purposes) Independent Study Individual Reading Individualized Instruction Secondary School Students Student Projects Released time from classes for independent study by academically able high-school juniors and seniors is evaluated here after a four-year study. Concern was centered on the effects of this program on high school functioning and, later, on college records. Major hypotheses of the study were that: (1) independent reading groups would show greater gains in school satisfaction, study habits, and library skills; (2) certain cognitive and affective measures would not be useful in predicting success in independent study; and (3) achievement in areas other than the independently studied areas would differ little from that of control groups. These hypotheses were largely supported. Absences from class had no adverse effects, and trends indicated favorable effects of independent study. Significantly more experimental students chose majors in their freshman year in college than did matched controls. Tendencies that did not reach statistical significance favored experimental groups in other areas of the college investigation as well. (BP) |
| title | Final Report on an Independent Study Program for the Academically Able. |
| topic | Academic Achievement Academically Gifted Grouping (Instructional Purposes) Independent Study Individual Reading Individualized Instruction Secondary School Students Student Projects |
| url | https://eric.ed.gov/?id=ED025810 |