The Harlem Children's Zone, Promise Neighborhoods, and the Broader, Bolder Approach to Education

Examines the role of community services in raising academic achievement in the Harlem Children's Zone. Questions the effectiveness of replicating the neighborhood approach, rather than the schools-only approach, in the Promise Neighborhoods Initiative

Passing Muster: Evaluating Teacher Evaluation Systems

Describes how state or federal governments could reward exceptional teachers based on a uniform standard across various district-level teacher evaluation systems by determining the systems' reliability in predicting future performance. Includes Q & A

Evaluating Teachers: The Important Role of Value-Added

Outlines issues for evaluating teachers based on value added -- their contribution to student learning -- and the use of value added information, implications of classifying teachers, and reliability compared with other fields and evaluations

Academic responses and attitudes engendered by a programmed course in child development

Both a small course section and a large course section were taught with methods that involved breaking material down into weekly units that had to be mastered by students as indicated by weekly tests. Attendance at lectures was voluntary and students were not tested on lecture material. In a system in which a student could receive only an A or an F for a course grade, less than 2% of the students receiving credit failed to master all material and received Fs. Students in the large course performed better on weekly tests and received fewer Fs than their counterparts in the small course, even though they rated their experience less favorably. Within the large course, the methods of tutorial interview, group discussion, and written assignment were compared in terms of their effectiveness in preparing students for weekly tests. Tutorials and written assignments were superior to group discussions in this regard. Students rated the effectiveness and enjoyability of these three methods in the reverse order from their actual effectiveness for test preparation. Some consequences of lack of congruity between attitude measures and performance measures were discussed

Novel Verbal Behavior and Language Structure: A Functional and Theoretical Analysis

85 p.Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1970.U of I OnlyRestricted to the U of I community idenfinitely during batch ingest of legacy ETD

A variable influencing the performance of generalized imitative behaviors12

This research attempted to demonstrate some of the conditions that would influence the performance of generalized imitative behaviors in young children. Two experiments were conducted. The results of Exp. I indicated that generalized imitative behaviors can be very durable; only one of three subjects was influenced by a variety of reinforcement-like procedures. Control over the behavior of all three subjects was obtained when a setting event involving the presence or absence of the experimenter was systematically varied. A second test of this variable was carried out in Exp. II. Results showed moderate to strong control over non-reinforced imitations in four preschool children