Syntheses of educational productivity research

Fraser, Barry J.; Walberg, Herbert J.; Welch, Wayne W.; Hattie, John

doi:10.1016/0883-0355(87)90035-8

Cited by 403 publications

(223 citation statements)

References 137 publications

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“…Several empirical investigations and meta-analyses have demonstrated that cognitive abilities are closely correlated to scholastic achievement (Fraser et al, 1987;Kühn, 1987;Wang et al, 1993). This hypothesis addresses an essential prerequisite for the construct of underachievement.…”

Section: Hypothesis 1: Scholastic Achievement Is Correlated With Cognmentioning

confidence: 99%

Deficits in fine motor skills and their influence on persistence among gifted elementary school pupils

Stoeger

Ziegler

2012

Gifted Education International

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This article addresses the causes of underachievement in scholastic education. Whereas many studies have been able to show that motivational deficits provide an explanation for underachievement, little research has yet explored the possible influences of deficits in fine motor skills. The aim of our empirical study was, therefore, to investigate the influence of fine motor skills and how they may affect underachievement. We hypothesized that deficits in fine motor skills could possibly be mediated by persistence. The participants in this investigation were 53 gifted fourth-grade pupils (15 underachievers, 38 achievers) attending primary schools in Germany. In fact, underachievers and achievers could be differentiated on the basis of their fine motor skills and persistence levels. The differences attributed to persistence decreased when fine motor skills were statistically controlled.

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Section: Hypothesis 1: Scholastic Achievement Is Correlated With Cognmentioning

confidence: 99%

Deficits in fine motor skills and their influence on persistence among gifted elementary school pupils

Stoeger

Ziegler

2012

Gifted Education International

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“…Attention and intelligence are important determinants of school achievement (Fraser, Walberg, Welch, & Hattie, 1987;Horn & Packard, 1985;Rowe, 1991). During this century, correlational studies have provided considerable insight into the structure of intelligence (e.g., Carroll, 1993).…”

mentioning

confidence: 99%

Attention and intelligence: The validity of the Star Counting Test.

Jong

Das-Smaal²

1995

Journal of Educational Psychology

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The mechanisms underlying performance on the Star Counting Test (SCT) and its nomothetic span were investigated along with the relationships between working memory capacity, fluid intelligence (Gf), speed, and school achievement. The SCT is an attention test for children that requires the alternation of forward and backward counting. The test is based on A. D. Baddeley and G. J. Hitch's (1974) model of working memory in conjunction with D. A. Norman and T. Shallice's (1986) theory of central executive functioning. Tests were administered to 1,122 boys and 1100 girls in 4th grade from 111 Dutch schools. The SCT required flexible alternation, counting speed, and sustained effort. Factor analysis showed that the SCT forms one factor with other indicators of working memory capacity. There was also a strong association between working memory capacity and Gf. The two clearly differ, however, in their relation to speed.

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“…The most important formal learning environment in Stage 4 is the instruction students receive in schools. At first glance, syntheses and meta-analyses of studies on instruction might lead to the conclusion that instruction is well researched (Fraser et al, 1987;Wang et al, 1993;Scheerens & Bosker, 1997;Seidel & Shavelson, 2007). However, the findings from such reviews often do not agree, and the question as to which teaching variables can be attributed to students' literacy has yet to be answered satisfactorily in light of the great complexity of instruction.…”

Section: Stage-specific Research Questionsmentioning

confidence: 99%

The National Educational Panel Study (NEPS) in Germany: An Overview of Design, Research Options and Access, with a Focus on Lower-Secondary School

Strietholt

Naujokat

Mai

et al. 2013

European Educational Research Journal

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This article introduces the National Educational Panel Study (NEPS). This German longitudinal study produces a vast amount of data for the scientific community, and researchers all around Europe are invited to use the data to address various research questions empirically. Therefore, the authors provide information about the purpose as well as the design of this educational study that has just released data from several starting cohorts, ranging from newborns to adults. As the authors have coordinated the starting cohort of students in lower-secondary school, this target group will be introduced in more detail, with the implementation of NEPS's design being outlined, as well as the tests and survey contents. The analytical potentials are exemplified by the authors' stage-specific research on German-language instruction, the development of orthography competence, and engagement in reading and orthography in lower-secondary school. An overview of different modes of access to the available data completes this research report.

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Syntheses of educational productivity research

Cited by 403 publications

References 137 publications

Deficits in fine motor skills and their influence on persistence among gifted elementary school pupils

Deficits in fine motor skills and their influence on persistence among gifted elementary school pupils

Attention and intelligence: The validity of the Star Counting Test.

The National Educational Panel Study (NEPS) in Germany: An Overview of Design, Research Options and Access, with a Focus on Lower-Secondary School

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