Home PublicationsJRTEPast IssuesVolume 28 Number 5

Edited by Diane McGrath

Volume 28 Number 5 Summer 1996

Peer Collaboration in a Hypermedia Learning Environment, References

National-Louis University

Publications

Ann L. Brown

Author(s): Brown, Ann L.
Title: People Who Led to Me: Linked Writing using Adrienne Kennedy's "People Who Led to My Plays."
Journal: Teachers & Writers; v29 n2 p5 11 Nov Dec 1997
Year: 1997
Abstract:
Develops a college-level writing assignment using Adrienne Kennedy's autobiography, a multisectioned list poem. Discusses why the personal list poem is appealing and how lists--a simple but generative form--work well for students. States that students wrote a succession of paragraphs about people in their lives who had influenced them. Gives excerpts from the students' writing. (PA) . Document Number: EJ555327

Author(s): Brown, Ann L.
Title: The Advancement of Learning.
Journal: Educational Researcher; v23 n8 p4 12 Nov 1994
Year: 1994
Abstract:
Argues that designing aids and tools to perfect the mind is one of the primary goals of educational research. It discusses the need for appropriate theories to design instructional materials and methods and explains why school practices have not changed to reflect advances in the understanding of learning and development. (GLR) . Document Number: EJ495748

Author(s): Brown, Ann L.; Kane, Mary Jo.
Title: Preschool Children Can Learn to Transfer: Learning to Learn and Learning from Example.
Journal: Cognitive Psychology; v20 n4 p493 523 Oct 1988
Year: 1988
Abstract:
Seven experiments with a total of 423 three-five year olds assessed preschool children's ability to learn and transfer across problems that share a common underlying structure but differ in surface manifestations. Results are discussed in terms of explanation- or analysis-based models of both machine and human learning. (TJH) . Document Number: EJ383284

Author(s): Palincsar, Annemarie Sullivan; Brown, Ann L.
Title: Teaching and Practicing Thinking Skills to Promote Comprehension in the Context of Group Problem Solving.
Journal: Remedial and Special Education (RASE); v9 n1 p53 9 Jan Feb 1988
Year: 1988
Abstract:
Listening and reading comprehension are seen as problem-solving activities, which require instruction in thinking skills. An instructional technique, reciprocal teaching, is conducted as a group problem-solving activity to teach remedial and special education students to predict, question, summarize, and clarify while reading and listening to text. (Author/JDD) . Document Number: EJ367434

Author(s): DeLoache, Judy S.; Brown, Ann L.
Title: Differences in the Memory-Based Searching of Delayed and Normally Developing Young Children.
Journal: Intelligence; v11 n4 p277 89 Oct Dec 1987
Year: 1987
Abstract:
Memory-based searching was compared in 15 developmentally delayed and 24 normal two-year-olds. In a relatively easy memory task, individual differences were minimal, but searching for a plausible alternative location based on memory revealed marked individual differences and an important difference in the cognitive functioning of the delayed children. (SLD) . Document Number: EJ369720

Author(s): Crisafi, Maria A.; Brown, Ann L.
Title: Analogical Transfer in Very Young Children: Combining Two Separately Learned Solutions to Reach a Goal.
Journal: Child Development; v57 n4 p953 68 Aug 1986
Year: 1986
Abstract:
Describes five studies in which the learning and transfer abilities of two- and four-year-old children were examined on a task that required them to combine two separately learned solutions to reach a goal. (HOD) . Document Number: EJ341748

Author(s): Palincsar, Annemarie Sullivan; Brown, Ann L.
Title: Interactive Teaching to Promote Independent Learning from Text.
Journal: Reading Teacher; v39 n8 p771 7 Apr 1986
Year: 1986
Abstract:
Describes the uses and benefits of reciprocal teaching, a strategy that promotes both comprehension of text and comprehension monitoring. (HOD) . Document Number: EJ332836

Author(s): DeLoache, Judy; Brown, Ann L.
Title: Where Do I Go Next? Intelligent Searching by Very Young Children.
Journal: Developmental Psychology; v20 n1 p37 44 Jan 1984
Year: 1984
Abstract:
Investigates the organization of searching by 21- and 27-month-old children who were required to remember where a toy had been hidden. Initial search behavior on "surprise" trials was less persistent than behavior on error trials. Subsequent search behavior on "surprise" trials was selective and intelligent for older children. (Author/CB) . Document Number: EJ307235

Author(s): Brown, Ann L.; And Others
Title: The Development of Plans for Summarizing Texts.
Journal: Child Development; v54 n4 p968 79 Aug 1983
Year: 1983
Abstract:
Students from the fifth, seventh, and eleventh grades, as well as college students, wrote constrained and unconstrained summaries of stories they had previously learned to criterion. While developmental trends were apparent, it was also found that fifth and seventh graders who made rough drafts performed at a level set by college students. (Author/RH) . Document Number: EJ285717

Author(s): Brown, Ann L.
Title: Learning and Development: the Problems of Compatibility, Access and Induction.
Journal: Human Development; v25 n2 p89 115 Mar Apr 1982
Year: 1982
Abstract:
This paper represents a call for the rehabilitation and liberalization of the term learning. Preliminary steps for a revived theory of development and learning are described, including a consideration of such topics as compatibility or naturalness, accessibility and flexibility of learning, and processes of induction. Specific recommendations for the investigation of learning are provided. (Author/RH) . Document Number: EJ262061

Vito M. Dipinto

Author(s): Turner, Sandra V.; Dipinto, Vito M.
Title: Students as Hypermedia Authors: Themes Emerging from a Qualitative Study.
Journal: Journal of Research on Computing in Education; v25 n2 p187 99 Win 1992
Year: 1992
Abstract:
In this study, seventh-grade students used hypermedia software, a graphics scanner, and a videodisc player to create multimedia research reports for science. Topics addressed include skill development, student and teacher opinions on time spent learning the software, student interactions, how students organized information, content-specific learning, and the writing process. (10 references) (LRW) .
Document Number: EJ459868

Idit Harel

Author(s): Harel, Idit
Title: Book Review. Idit Harel, "Children Designers," 1991, Norwood, NJ: Ablex Publishing Company, 434 pp.
Journal: Educational Studies in Mathematics; v24 n3 p319 27 1993
Year: 1993
Document Number: EJ476674

Author(s): Harel, Idit; Papert, Seymour
Title: Software Design as a Learning Environment.
Journal: Interactive Learning Environments; v1 n1 p1 32 Mar 1990
Year: 1990
Abstract:
Describes the Instructional Software Design Project conducted in a LOGO-based learning environment in a Boston inner-city public school with fourth graders engaged in the design and production of educational software to teach fractions. Constructionist views of computers in education are discussed, and learning processes are examined. (Contains 58 references.) (LRW) .
Document Number: EJ479849

Author(s): Harel, Idit
Title: Children as Software Designers: A Constructionist Approach for Learning Mathematics.
Journal: Journal of Mathematical Behavior; v9 n1 p3 93 Apr 1990
Year: 1990
Abstract:
This paper describes a 4-month-long experiment in computer-based learning called Instructional Software Design and presents aspects of the software evaluation. Results included greater mastery of LOGO and fractions by the experimental class than for either control class and greater acquisition of metacognitive skills. (Author/CW) .
Document Number: EJ429156

Richard Lehrer

Author(s): Lehrer, Richard; And Others
Title: Learning by Designing Hypermedia Documents.
Journal: Computers in the Schools; v10 n1 2 p227 54 1994
Year: 1994
Abstract:
Discusses the concept of knowledge design and its implementation with hypermedia composition tools; explains the instructional model used in research conducted on hypermedia presentations created by a ninth-grade history class; summarizes students' comments about their projects; and examines implications for the restructuring of schools. (JKP)
Document Number: EJ499766

Author(s): Lehrer, Richard; Littlefield, Joan
Title: Relationships among Cognitive Components in Logo Learning and Transfer.
Journal: Journal of Educational Psychology; v85 n2 p317 30 Jun 1993
Year: 1993
Abstract:
A model of relationships among the cognitive components of working memory, representation, metacognition, and performance implicated in the acquisition and transfer of the LOGO computer language was developed and tested with 48 second graders. The respective contributions of each component vary with the transfer task. (SLD)
Document Number: EJ466319

Author(s): Lehrer, Richard; Franke, Megan Loef
Title: Applying Personal Construct Psychology to the Study of Teachers' Knowledge of Fractions.
Journal: Journal for Research in Mathematics Education; v23 n3 p223 41 May 1992
Year: 1992
Abstract:
Reports case studies using personal construct psychology and the logic of fuzzy sets to elucidate the content and organization of two elementary school teachers' knowledge of fractions and mathematical pedagogy. Results identified four personal constructions that affected classroom events; knowledge of fractions, general pedagogical knowledge, pedagogical knowledge related to fractions, and knowledge of student thinking. (MDH)
Document Number: EJ447763

Author(s): Lehrer, Richard; Littlefield, Joan
Title: Misconceptions and Errors in LOGO: The Role of Instruction.
Journal: Journal of Educational Psychology; v83 n1 p124 33 Mar 1991
Year: 1991
Abstract:
Whether software-based mediated instruction reduces the incidence of misconceptions and errors by children learning the LOGO computer language was studied with 24 fourth and 46 second graders. Mediated instruction reduced errors and misconceptions compared to those detected in prior studies. The roles of working memory and true misunderstandings are discussed. (SLD)
Document Number: EJ436875

Author(s): Lehrer, Richard; And Others
Title: Knowledge or Certainty? A Reply to Cziko.
Journal: Educational Researcher; v19 n6 p16 9 Aug Sep 1990
Year: 1990
Abstract:
Criticizes an earlier essay that questioned the validity of contemporary educational research practices, especially those involving experimentation. Argues that research using experimentation is valid and can lead to new and generalizable knowledge. (FMW)
Document Number: EJ417592

Author(s): Lehrer, Richard; And Others
Title: Comparative Study of the Cognitive Consequences of Inquiry-Based Logo Instruction.
Journal: Journal of Educational Psychology; v80 n4 p543 53 Dec 1988
Year: 1988
Abstract:
A long-term instructional experiment involving 45 third graders learning LOGO demonstrated that LOGO fulfills some of its early promise when used in carefully crafted educational contexts. There was little evidence of boosting general problem-solving skills as a result of learning programing, but learning geometry appeared enhanced. (SLD)
Document Number: EJ389965

Author(s): Lehrer, Richard; Randle, Lynn
Title: Problem Solving, Metacognition and Composition: The Effects of Interactive Software for First-Grade Children.
Journal: Journal of Educational Computing Research; v3 n4 p409 27 1987
Publication Year: 1987
Abstract:
An experimental study compared the instructional effectiveness of Logo programming, commercially available software designed to aid composition and problem solving, and traditional teaching methods for low socioeconomic status first-grade students. Both software environments enhanced problem solving performance for a novel task, but Logo was most facilitative for "learning to learn." (LRW)
Document Number: EJ363771

Author(s): Lehrer, Richard; deBernard, Ann
Title: Language of Learning and Language of Computing: The Perceptual-Language Model.
Journal: Journal of Educational Psychology; v79 n1 p41 8 Mar 1987
Year: 1987
Abstract:
The first study investigates the validity of the Preschool Language Assessment Instrument as a diagnostic tool for differenciating the ability of language impaired preschoolers to use language to communicate complex ideas. The second study evaluates the relative effectiveness of two software environments that were expected to enhance children's acquisition of complex cognitive to linguistic mappings. (JAZ)
Document Number: EJ348465

Author(s): Lee, Okhwa; Lehrer, Richard
Title: Conjectures Concerning the Origins of Misconceptions in LOGO.
Year: 1987
Abstract:
Seven graduate students in a seminar on classroom computing received instruction in LOGO programming. Programming protocols were collected periodically and examined for errors and misconceptions; in-depth interviews were conducted in order to understand specific misconceptions better. As novice students transit from instruction to experience in LOGO, they develop a systematic set of misconceptions concerning the flow of control in programs. These misconceptions result in programming errors including unnecessary repetition of statements, inadequate use of conditional statements, non-existent or inappropriate combination of Boolean operators, failure to initialize variables, and difficulty transferring simple recursive structures developed in the graphics mode to the list processing mode. In addition, students with prior programming experience in BASIC inappropriately attempt to superimpose the iterative FOR...NEXT loop of this language onto recursion in LOGO. The origins of these misconceptions are traced to general properties of cognition and also to specific instructional practices. Four recommendations for instructing novices in LOGO are included. (Author/MNS)
Document Number: ED280719

Author(s): Lehrer, Richard; And Others
Title: Microcomputer-Based Instruction in Special Education.
Journal: Journal of Educational Computing Research; v2 n3 p337 55 1986
Year: 1986
Abstract:
This study examined the instructional effectiveness of three software learning environments--LOGO, drill and practice, and teacher-directed activities--for preschool special needs children. Cognitive distancing was applied to classify children and child-software interactions; dependent measures included indicators of problem solving, skill acquisition, and language, cognitive, and affective development. (Author/MBR)
Document Number: EJ341585

Author(s): Lehrer, Richard
Title: Assessing Developmental Hypotheses with Cross Classified Data: Log Linear Models.
Year: 1981
Abstract:
Log linear models are proposed for the analysis of structural relations among multidimensional developmental contingency tables. Model of quasi-independence are suggested for testing specific hypothesized patterns of development. Transitions in developmental categorizations are described by Markov models applied to successive contingency tables. A discussion of the role of Pearson chi square and log likelihood significance tests in model selection is followed by two illustrative data sets. (Author)
Document Number: ED208030

Seymour Papert

Author(s): Papert, Seymour
Title: The Children's Machine: Rethinking School in the Age of the Computer.
Year: 1993
Abstract:
Seymour Papert, who holds the Lego Chair for Learning Research at the Massachusetts Institute of Technology, looks back over a decade during which American schools acquired more than three million computers and assesses progress and resistance to progress. Stories about visionary teachers who have used computers to enrich learning provide a glimpse of this potential, but school as an institution has resisted. Technology should not be an add-on to a preconceived system of education. The book is particularly critical of the schools' way of isolating the computer in a separate room where computer literacy becomes just another subject or using computer-aided instruction as a new technology for teaching the same old curriculum. In the proposed vision, the computer will be as much part of all learning as the pencil and the book have been in the past. With the new computer-based media, children will master areas of knowledge that are now inaccessible. Self-directed work will allow an unprecedented diversity of learning styles and opportunity for students to learn to take charge of their own learning. (Contains 16 references.) (KRN)
Document Number: ED364201

Author(s): Turkle, Sherry; Papert, Seymour
Title: Epistemological Pluralism and the Revaluation of the Concrete.
Journal: Journal of Mathematical Behavior; v11 n1 p3 33 Mar 1992
Year: 1992
Abstract:
Argues that computers are a medium through which different styles of scientific thought can be observed. Presents cases of women whose learning styles differ from the way that programing and problem solving in computer-related activities are taught. Concludes that technological developments involving object-oriented programing have created an opening for epistemological pluralism. (MDH)
Document Number: EJ450644

Author(s): Turkle, Sherry; Papert, Seymour
Title: Epistemological Pluralism: Styles and Voices within the Computer Culture.
Journal: Signs: Journal of Women in Culture and Society; v16 n1 p128 57 Fall 1990
Year: 1990
Abstract:
Recent technological developments in interfaces, programing philosophy, and artificial intelligence may invite the participation of women programers, who find a concrete, intuitive, and informal style of programing more congenial than the hierarchical, rule-driven style heretofore pervasive in computer culture. (DM)
Document Number: EJ419390

Author(s): Harel, Idit; Papert, Seymour
Title: Software Design as a Learning Environment.
Journal: Interactive Learning Environments; v1 n1 p1 32 Mar 1990
Year: 1990
Abstract:
Describes the Instructional Software Design Project conducted in a LOGO-based learning environment in a Boston inner-city public school with fourth graders engaged in the design and production of educational software to teach fractions. Constructionist views of computers in education are discussed, and learning processes are examined. (Contains 58 references.) (LRW)
Document Number: EJ479849

Author(s): Franz, George; Papert, Seymour
Title: Computer as Material: Messing about with Time.
Journal: Teachers College Record; v89 n3 p408 17 Spr 1988
Year: 1988
Abstract:
The computer, still a novel device in classrooms, may be incorporated as another learning tool. One method to accomplish this gave students the opportunity to build a clock using materials such as sand, water, or a computer. Additional projects are suggested. (JL)
Document Number: EJ374322

Author(s): Papert, Seymour
Title: Different Visions of Logo.
Journal: Classroom Computer Learning; v7 n3 p46 9 Nov Dec 1986
Year: 1986
Abstract:
Reviews the various ways in which LOGO has been used by teachers both correctly and inappropriately. Discusses the status of and future direction of LOGO in classroom instruction. Provides a summary of the third annual LOGO Conference. (ML)
Document Number: EJ346108

Author(s): Papert, Seymour
Title: "Just a Computer."
Journal: Principal; v66 n2 p49 50 Nov 1986
Year: 1986
Abstract:
The coauthor and developer of Logo (a computer programming language for children) describes (1) the changes in his responses to debates about computers in education, (2) some of the uses of the new LogoWriter in the classroom, and (3) how one fifth-grade class used LogoWriter in a biology unit. (IW)
Document Number: EJ343760

Author(s): Papert, Seymour; Reinhold, Fran
Title: New Views on Logo and [An Interview with Seymour Papert].
Journal: Electronic Learning; v5 n7 p33 6, 63 Apr 1986
Year: 1986
Abstract:
Logo creator Seymour Papert discusses ways Logo can be improved to accommodate different learning styles and strengthen word processing and list processing capabilities. In an interview, Papert discusses computers' influences on learning, Logo's underlying concepts, teacher use of Logo, Logo's discovery learning approach, and development of Logo teacher training materials. (MBR)
Document Number: EJ341652

Author(s): Papert, Seymour
Title: The Next Step: LogoWriter.
Journal: Classroom Computer Learning; v6 n7 p38 40 Apr 1986
Year: 1986
Abstract:
Describes features and uses of LogoWriter, a revised and expanded version of Logo. With LogoWriter, a student can not only command the turtle to draw pictures but also (because of a built-in word processor) can add text to the screen. (JN)
Document Number: EJ336535

David Perkins

Author(s): Perkins, David; Blythe, Tina
Title: Putting Understanding Up Front.
Journal: Educational Leadership; v51 n5 p4 7 Feb 1994
Year: 1994
Abstract:
Recent research documents students' misconceptions about key math and science ideas, parochial views of history, and tendency to reduce complex literary works to stereotypes. To improve understanding, learners should focus on activities asking them to generalize, find new examples, and apply principles thoughtfully. Teachers should pursue generative topics, understanding goals and performances, and ongoing assessment. (MLH)
Document Number: EJ477515

Author(s): Perkins, David N.
Title: The Intelligent Eye: Learning To Think by Looking at Art. Occasional Paper 4.
Publication Year: 1994
Abstract:
The characteristics necessary to looking at art thoughtfully also characterize reflective thinking. Reflective thinking directs and manages experiential thinking. Reflective art viewing counters negative thinking dispositions of hasty, narrow, fuzzy, and sprawling thought by cultivating four habits: (1) taking time to look; (2) looking and thinking broadly; (3) thinking clearly and deeply; and (4) organizing thinking and looking. These strategies produce sound thought processes. (MM)
Document Number: ED375069

Author(s): Perkins, David
Title: Teaching for Understanding.
Journal: American Educator: The Professional Journal of the American Federation of Teachers; v17 n3 p8, 28 35 Fall 1993
Year: 1993
Abstract:
Explores the meaning of understanding and the importance of teaching for understanding. Typical classrooms do not give sufficient presence to thoughtful engagement in understanding performance. How to teach for learning is reviewed, focusing on both teaching and assessment. The need for generative knowledge is discussed. (SLD)
Document Number: EJ473811

Author(s): Perkins, David N.; Salomon, Gavriel
Title: Are Cognitive Skills Context-Bound?
Journal: Educational Researcher; v18 n1 p16 25 Jan Feb 1989
Year: 1989
Abstract:
Examines whether problem solving, decision making, and other thinking skills depend more on deep expertise in a specialty or on reflective awareness and general strategies. General and specialized knowledge function in close partnership. The partnership's nature and implications for educational practice are explored. (Author/BJV)
Document Number: EJ386601

Author(s): Perkins, David N.
Title: Reasoning as Imagination.
Journal: Interchange; v16 n1 p14 26 Spr 1985
Year: 1985
Abstract:
Reasoning and imagining are seen as very different acts of mind. Imagination connotes the counterfactual and the unruly; reasoning connotes a realistic and rule-bound activity. Good reasoning depends crucially on the vigorous exercise of imagination. Good informal reasoning is as difficult, and as dependent on imagination, as mathematical reasoning. (MT)
Document Number: EJ319279

Author(s): Abbott, Robert D.; Perkins, David
Title: Development and Construct Validation of a Set of Student Rating-of-Instruction Items.
Journal: Educational and Psychological Measurement; v38 n4 p1069 75 Win 1978
Year: 1978
Abstract:
The development and implementation in a psychology department of a set of student rating-of-instruction items was discussed. The results of item descriptive statistics, correlational, and principal component analysis supported the construct validity of the items. (Author)
Document Number: EJ198877

Author(s): Kolers, Paul A.; Perkins, David N.
Title: Spatial and Ordinal Components of Form Perception and Literacy
Journal: Cognitive Psychology; v7 n2 p228 67 1975
Year: 1975
Abstract:
The theory is developed and contrasted with other theories of pattern recognition in which concepts such as stimulus generalization, tuned detectors, and preprocessing play major roles. A relation of this theory to problems encountered among disabled readers ("dyslexics") is also brought out. (Author/BJG)
Document Number: EJ121791

Author(s): Perkins, David
Title: Cubic Corners, Oblique Views of Pictures, the Perception of Line Drawings of Simple Space Forms. Geometry and the Perception of Pictures: Three Studies. Technical Report No. 5.
Publication Year: 1971
Abstract:
This is the fifth in a series of technical research reports by Harvard Project Zero which study artistic creation and comprehension as a means toward better art education. The three papers in this report all concern the bearing of projective geometry on the perceptual processes by which pictures are "read" for spatial information. The first paper describes the human inclination to interpret pictures as representing rectilinear forms when, from a geometric standpoint, they might represent nonrectilinear forms. The second paper studies how the visual system compensates for pictures seen at an oblique angle, rather than perpendicularly. The third paper examines how viewers readily and consistently interpret simple line drawings as space forms, even though conventional depth cues such as perspective, occlusion, or "familiarity" may be absent. Throughout these papers, the logical ambiguity of line drawings--their lack of distinct three-dimensional information--is stressed together with the active role of the visual system in making assumptions to resolve this ambiguity. (Author/DE)
Document Number: ED114328

Author(s): Perkins, David
Title: Probing Artistic Process: A Progress Report from Harvard Project Zero
Journal: Journal of Aesthetic Education; v8 n3 p33 57 1974
Year: 1974
Abstract:
The aim of these pages is to provide some perspective on Project Zero's recent work, updating earlier accounts which have appeared in the Journal of Aesthetic Education and elsewhere. (Author)
Document Number: EJ103615

Sandra V. Turner

Author(s): Handler, Marianne G.; Turner, Sandra V.
Title: The Data Collector: A Qualitative Research Tool.
Year: 1992
Abstract:
Computer software that is intended to assist the qualitative researcher in the analysis of textual data is relatively new. One such program, the Data Collector, is a HyperCard computer program designed for use on the Macintosh computer. A tool for organizing and analyzing textual data obtained from observations, interviews, surveys, and other documents, the program also includes a component called the "BiblioStack" that facilitates note-taking for a literature review. These two components may be used together or independently. This paper describes the criteria for the program's development, the rationale for using HyperCard, and the features of both the Data Collector stack and the BiblioStack. It is noted that this software is simply a tool for organizing and managing the data; the researcher must develop the relevant coding categories, identify emerging themes, and support his or her interpretations from the data. (DB) .
Document Number: ED343570

Author(s): Turner, Sandra V.; Dipinto, Vito M.
Title: Students as Hypermedia Authors: Themes Emerging from a Qualitative Study.
Journal: Journal of Research on Computing in Education; v25 n2 p187 99 Win 1992
Year: 1992
Abstract:
In this study, seventh-grade students used hypermedia software, a graphics scanner, and a videodisc player to create multimedia research reports for science. Topics addressed include skill development, student and teacher opinions on time spent learning the software, student interactions, how students organized information, content-specific learning, and the writing process. (10 references) (LRW) .
Document Number: EJ459868

Author(s): Turner, Sandra V.; Land, Michael L.
Title: Cognitive Effects of a Logo-Enriched Mathematics Program for Middle School Students.
Journal: Journal of Educational Computing Research; v4 n4 p443 52 1988
Year: 1988
Abstract:
Describes study that investigated the effect of learning Logo on middle school students' understanding of specific mathematical concepts and on their level of cognitive development. Treatments for the experimental and control groups are outlined, hypotheses tested are explained, and pretests and posttests are described. (22 references) (Author/LRW) .
Document Number: EJ385866

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