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  • Artikel  (3)
  • programmed achievement  (2)
  • CUNY  (1)
  • Springer  (3)
  • American Institute of Physics
  • Cell Press
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  • 2010-2014
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  • Wissenschaftskunde und Wissenschaftsorganisation, Hochschul- und Universitätswesen, Museumswissenschaft  (3)
  • Allgemeine Naturwissenschaft
  • Elektrotechnik, Elektronik, Nachrichtentechnik
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  • Artikel  (3)
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  • Springer  (3)
  • American Institute of Physics
  • Cell Press
  • Oxford University Press
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  • 2010-2014
  • 2005-2009
  • 1985-1989
  • 1975-1979  (3)
  • 1945-1949
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  • 2007
  • 2005
  • 1978  (3)
  • 1977  (1)
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  • Wissenschaftskunde und Wissenschaftsorganisation, Hochschul- und Universitätswesen, Museumswissenschaft  (3)
  • Allgemeine Naturwissenschaft
  • Elektrotechnik, Elektronik, Nachrichtentechnik
  • 1
    Digitale Medien
    Digitale Medien
    Springer
    Research in higher education 8 (1978), S. 145-156 
    ISSN: 1573-188X
    Schlagwort(e): programmed achievement ; mastery learning
    Quelle: Springer Online Journal Archives 1860-2000
    Thema: Wissenschaftskunde und Wissenschaftsorganisation, Hochschul- und Universitätswesen, Museumswissenschaft
    Notizen: Abstract College students operated under different contingencies in the same classroom. The Programmed Achievement (PA) condition required students to evidence criterion performance (100% mastery) on 12 Chapter quizzes. Failure to evidence mastery performance on any of the quizzes resulted in the loss of a letter grade off the final course grade. The control condition involved a more traditional college classroom structure where students took chapter quizzes with no requirement to evidence mastery. A third group of low achievement students, identified at midterm, operated under control conditions the first half of the semester and were subsequently shifted to the PA contingency the second half of the semester. The results revealed only a slight superiority for PA students over controls and both PA and Control students demonstrated significantly better performance when compared to that of low achievement students prior to midterm. However, following the PA shift these subjects evidenced performance equivalent to that of the other two groups. Procedural and theoretical implications of these data were discussed.
    Materialart: Digitale Medien
    Standort Signatur Erwartet Verfügbarkeit
    BibTip Andere fanden auch interessant ...
  • 2
    Digitale Medien
    Digitale Medien
    Springer
    Research in higher education 8 (1978), S. 193-203 
    ISSN: 1573-188X
    Schlagwort(e): CUNY ; admissions ; applications ; tuition ; enrollment decline
    Quelle: Springer Online Journal Archives 1860-2000
    Thema: Wissenschaftskunde und Wissenschaftsorganisation, Hochschul- und Universitätswesen, Museumswissenschaft
    Notizen: Abstract In the fall of 1976 applications for admission to the City University of New York (CUNY) had dropped sharply. In total number they were down by almost 13,000 from 1974, a drop of approximately 18%. Several hypotheses have been posited for the sharp decline in student applicants to the City University. Analysis of data drawn from the computer printouts of the City University's allocations indicates that the end of open admissions, for example, does not, in and of itself, explain the application drop. Similarly, the change in allocation formulas at CUNY seems not to explain the enrollment decline adequately. Finally, the imposition of tuition, or the perception about tuition, appears by no means the single most important factor in the enrollment drop. This paper attempts to determine the characteristics of the students not applying and to examine the reasons contributing to the sharp enrollment decline.
    Materialart: Digitale Medien
    Standort Signatur Erwartet Verfügbarkeit
    BibTip Andere fanden auch interessant ...
  • 3
    Digitale Medien
    Digitale Medien
    Springer
    Research in higher education 8 (1978), S. 273-282 
    ISSN: 1573-188X
    Schlagwort(e): programmed achievement ; positive reinforcement ; bonus points
    Quelle: Springer Online Journal Archives 1860-2000
    Thema: Wissenschaftskunde und Wissenschaftsorganisation, Hochschul- und Universitätswesen, Museumswissenschaft
    Notizen: Abstract A new teaching method based on positively reinforcing attempts at mastery was introduced and empirically tested to determine its validity. The program, labeled Programmed Achievement Study System (PASS), makes use of traditional learning principles by providing rewards (bonus points) contingent upon reaching specified mastery criteria. Specifically, college students enrolled in introductory psychology were awarded additional points if they demonstrated mastery of concept areas on retake quizzes administered during a given week. PASS students, as compared to a control condition, demonstrated higher performance on a final examination given at the end of the semester. These results suggest that the PASS contingencies are preferable to those contingencies operating in more traditional classrooms. A theoretical rationale based on the principles of operant conditioning is discussed.
    Materialart: Digitale Medien
    Standort Signatur Erwartet Verfügbarkeit
    BibTip Andere fanden auch interessant ...
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