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Start Over Topic academic achievement Publication Year Range More than 50 years ago Region canada
11 results

1. Exploring the T.R.Q. An Assessment of the Effectiveness of the Teachers' Rating Questionnaire. Paper No. 123.

Author

Toronto Board of Education (Ontario). Research Dept., Wyman, W.C, and Wright, E.N

Abstract

This report assesses the validity, reliability, and efficiency of the Teachers' Rating Questionnaire (TRQ), a pupils' school success measure developed in connection with a 1961 longitudinal Study of Achievement. TRQ ratings on nearly 14,000 pupils, gathered in the Study of Achievement and a New Canadian Report, constituted the data source. Questionnaire performance was determined in a variety of ways: comparison of teachers' ratings and student promotions estimation of TRQ total score, section and question reliability; grade independence; and relationships between TRQ sections. In addition to a theoretical discussion of item effectiveness and correlations among items a detailed statistical analysis was undertaken of the ratings for a sample of students who had been assessed on all forms in the longitudinal study. While validity of TRQ adjustment and creative-expression sections was not directly demonstrated, a reasonable degree of correlation with other measures of academic success (standardized achievement test, I.Q., promotios) was found reflecting the overall validity of the TRQ, especially the performance section. A large part of the differences between any two sets of TRQ ratings were found due to differences in teacher interpretation and their perceptions of pupils. (Author/BJG)

Published
1974

2. Two Papers on Canadian Indians; Education and Economic Development: The Case of Indian Reserves in Canada. [and] The Capitalization of a Traditional Pursuit: The Case of Wild Rice in Manitoba. Center for Settlement Studies, Series 5: Occasional Papers Nos. 5 and 6.

Author

Manitoba Univ., Winnipeg. Center for Settlement Studies., Deprez, Paul, Lithman, Yngve Georg, Deprez, Paul, Lithman, Yngve Georg, and Manitoba Univ., Winnipeg. Center for Settlement Studies.

Abstract

The first paper aims to give a certain relativity to the significance of education and to indicate the limitations of any educational effort. The thinking underlying the current approach to the economic development of native communities and reserves is discussed as well as the implications and consequences of such thinking. It is argued that the success of any educational effort depends on the overall employment situation at the level of the reserve or at any level for that matter. Utilizing the concept of a "natural resource system", which combines the analysis of ecological, economic, and social variables into a coherent framework, the second article delineates the process that changed wild rice from a subsistence staple crop to what will be a heavily capitalized agricultural industry. It is shown that the Indians, who were the original exploiters of this natural resource, have lost more and more of their control over the economic activity, and that this diminishing control is not due to any cultural inabilities on the part of the Indians. Rather it is shown that the Euro-Americans have assumed more and more control over wild rice because of the vast financial institutions which have encouraged this development, from the Hudson's Bay Company in earlier days to major food industries today. It is argued that the "developments" in the wild rice industry are in fact detrimental to the interests of the Indian population, and that the changes in this industry in effect contribute to the development of underdevelopment on Indian reserves. (AUTHOR/NQ)

Published
1973

3. Administration Booklet: Teachers' Rating Questionnaire (Grade 3+). Revised Form 1974. Paper No. 125.

Author

Toronto Board of Education (Ontario). Research Dept., Wright, E.N, and Wyman, W.C

Abstract

Specific criteria for the rating of each questionnaire item are stated in detail. The teacher is asked, after reading the questions carefully, to assign each grade 3 and up student a rating for every question. This rating should be based on a personal knowledge of the student. The booklet is divided into three sections with section 1 focusing on reading skills, mathematical skills, language skills, and performance level; section 2 focusing on discipline, social interaction, and classroom adjustment; and section 3 focusing on creativity, inventiveness, and imagination. (BJG)

Published
1974

4. Administration Booklet: Teachers' Rating Questionnaire (Grade 1). Revised Form 1974. Paper No. 125.

Author

Toronto Board of Education (Ontario). Research Dept., Wright, E.N, and Wyman, W.C

Abstract

Specific criteria for the rating of each questionnaire item are explained in detail. The teacher is asked, after reading the questions carefully, to assign each first grade student a rating for every question. This rating should be based on a personal knowledge of the student. The booklet is divided into three sections w1th section 1 focusing on problem solving abilities, auditory skills, and attention span; section 2 focusing on social behavior, independence, emotional stability, and productivity; and section 3 focusing on communication skills, self-expression, comprehension of time and space concepts, and creativity. (BJG)

Published
1974

5. The Effect of the Open Space School on Children's Security and Independence Development, Academic Performance, Teacher Assessments and School Motivation. Final Report.

Author

Grapko, Michael F. and Snider, M. J.

Abstract

This study explores the effects of physical differences in the architectural design of schools by comparing behavioral and performance variables for two groups of pupils: (1) those who had previously attended an open space school, and (2) those who had always attended classes in a traditionally built school. Three major variables are examined: academic performance, motivation for school, and security development. Differences in school marks, teacher assessment, I.Q. scores, sex and grade level are also explored. Four classes of grade 7 pupils and three classes of grade 8 pupils (a total of 210 subjects) are included in the study. The tests employed were the Institute of Child Study Security Test-Elementary Form, the Canadian Tests of Basic Skills, the Frymier Junior Index of Motivation, the Dominion Group Test of Learning Capacity-Intermediate Form, and a pupil rating scale. Results from these tests are discussed in detail. (ED)

Published
1974

6. A Study of the Psychological and Social Factors Related to Preschool Prediction of Reading Retardation.

Author

Aftanas, M.S

Abstract

This paper presents some of the preliminary findings of a longitudinal study for the determination of a set of measures which could be used to predict specific reading problems and general school achievement. The samples selected for study were from different socioeconomic groups. The paper deals specifically with the socioeconomic differences observed for the psychological and reading measures and reports some of the relationships found between the pre-school measures and the criterion-reading measures. The groups studied were kindergarten samples from four different urban schools. Tests administered included the: Stanford-Binet, Bender Gestalt, Hooper Visual-Organization, Draw-a-Person, kinesthetic perception, Copp-Clark Reading Series, Schonell Word Recognition, and McGahan's Early Detection Inventory. Implications of the test results are considered to indicate the socioeconomic variable would be considerably important in any study attempting isolation of predictors for reading problems. It is also held that socioeconomic groups would have to be analyzed separately to determine the best differentiating measures for that group. (RJ)

Published
1970

7. A Review of the Characteristics of Practical Nursing Students.

Author

British Columbia Vocational School, Nelson. and Goard, Dean S.

Abstract

This paper describes the first part of a study concerned with student success in a practical nursing course offered in the British Columbia Vocational School in Nelson. The study resulted from a concern about the increased number of students who did not complete the training during the year 1969. The procedure involved transfering student data from the school records to computer cards and preparing and analyzing both bivariate tables and a correlation table. These data when reviewed showed that over the five year period there was a definite change in the clientele. The following characteristics varied significantly; age, marital status, sponsorship, number of children, and final grade. It was found that the education and weight of the students were variables which seemed to be related to student success. Significant correlations were found between the class number, age and final grade; between age, education, weight, final mark, and average child age; between height and weight; and finally between average child age and training before termination. Several weaknesses in research methodology were described. Recommendations for a study of student attitudes and the criteria used by the screening committee in selecting canidates were made. (PT)

Published
1970

8. A Study of Kindergarten Teachers' Predictions of Their Pupils' Subsequent Performance and the Effects of an Intervention Program at the Grade 1 Level. Research Report.

Author

North York Board of Education, Willowdale (Ontario)., Virgin, Albert E., and Crawford, Patricia

Abstract

This paper reports on an intervention program adopted by 73 North York, Ontario, elementary schools and used with 595 first grade pupils identified as likely to experience limited school success. Criteria for pupil selection were teachers' ratings, performance on the reading and numbers subtests of the Metropolitan Achievement Test (MAT) and the North York Primary Self Concept Inventory. Implementation was carried out by teachers and volunteers, including parents, university students and grade 6 pupils. Before and after studies demonstrated a gain in MAT and self concept scores and a change in class distribution scores. Follow-up studies on intervention are briefly described. (MS)

Published
1974

9. Relative Academic Performance of College Transfer Students at the University of Calgary

Author

Sheehan, Bernard S. and Reti, Margaret

Abstract

This paper compares academic achievement of the University of Calgary undergraduate population with that of transfer students from Alberta community colleges for 1968-1972. Results indicate that transferring students do not succeed academically as well as the total university student population. (Editor/PG)

Published
1974

10. A Critical Survey of Education in Western Canada.

Author

Lawson, Robert F.

Subjects
EDUCATION, ACADEMIC achievement, CIVILIZATION, LEARNING communities, CULTURE, STUDENTS, POLITICAL autonomy, SOCIAL sciences
Abstract

The article examines the condition of the educational system in Canada. The changes in education are isolated and superficial. Complacency and concessions in change patterns are more prevalent. The autonomy is an obstacle to the educational progress of the country, already hampered by the continual movement of students across borders, in an increasingly mobile society. The confusion of identity and absence of institutional patterns is the result of cultural influences and immature social development.

Published
1967
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11. Effects of Classroom Social Climate on individual Learning.

Author

Anderson, Gary J.

Subjects
CLASSROOM environment, ACADEMIC achievement, ACHIEVEMENT tests, SCHOOL children, TEACHER-student relationships, EDUCATIONAL sociology, MULTIVARIATE analysis
Abstract

This article cites a study assessing the effects of classroom social climate on individual learning. The subjects used in the study represent about 800 pupils selected at random from 113 classes, which used the Harvard Project Physics Course during the 1967-68 school year. These classes were distributed throughout 27 U.S. states and Canada. Eight separate samples were utilized, since it was considered essential to separate subjects according to sex and each of four learning criterion: Test on Understanding Science; Welch Science Process Inventory; Physics Achievement Test; and Pupil Activity Inventory. These criterion instruments were selected in an attempt to examine different types of learning: achievement, understanding, and behavioral change. Step-wise multiple regression analysis was used to examine the contribution of successive terms in the prediction equation. By considering the effects of class properties on individual learners, the study explored only overall relationships between collective student perceptions of their class and the learning of specific pupils within the class environment.

Published
1970
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