1981
DOI: 10.1080/00220671.1981.10885314
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The Impact of Set Induction on Student Achievement and Retention

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Cited by 9 publications
(10 citation statements)
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“…These findings were found to be independent of curricular patterns, class size, recency of teacher training, and free from pretest-treatment interaction. In addition, teachers who used set induction techniques were rated significantly higher by their students than the control group teachers (Schuck, 1969a(Schuck, , 1969b(Schuck, , 1970a(Schuck, , 1970b(Schuck, , 1970c(Schuck, , 1971(Schuck, , 1981(Schuck, , 1982.…”
Section: Researchmentioning
confidence: 98%
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“…These findings were found to be independent of curricular patterns, class size, recency of teacher training, and free from pretest-treatment interaction. In addition, teachers who used set induction techniques were rated significantly higher by their students than the control group teachers (Schuck, 1969a(Schuck, , 1969b(Schuck, , 1970a(Schuck, , 1970b(Schuck, , 1970c(Schuck, , 1971(Schuck, , 1981(Schuck, , 1982.…”
Section: Researchmentioning
confidence: 98%
“…It should be noted that the Posttest Only Control Group Design precludes the preferred use of gain scores in data analysis. The tests employed were modifications of those used by Schuck in previous studies (Schuck, 1969a(Schuck, , 1970a(Schuck, , 1971(Schuck, , 1981Schuck and Otto, 1984). The modification consisted of an expansion in the number of test items.…”
Section: Data Collectionmentioning
confidence: 99%
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“…The second preview type, set induction, has its research origins in ninth grade biology classrooms (Schuck, 1969;1981;1985). The intent of set induction is, first, prior to a presentation, to present to students a commonly known referent in the form of an analogy, and second, during the presentation as new information is being given, to constantly refer the information back to the introductory analogy.…”
Section: Provide a Preview Of Information Prior To An Explanationmentioning
confidence: 99%
“…The literature advocating the use of interest approaches is plentiful. However, with the notable exception of the work of Robert Schuck (1970Schuck ( , 1971Schuck ( , 1981Schuck ( , 1982Schuck ( , 1985, empirical evidence of the effects of interest approaches is limited. Examining this topic in the context of high school agricultural science education has received even less attention.…”
Section: Introductionmentioning
confidence: 99%