Gary D Borich
Biographic Data
| ID | 1605454 |
|---|---|
| NAME | Gary D Borich |
| GIVEN NAMES | Gary D |
| FAMILY NAME | Borich |
| SIGNATURE | BORICH G D |
| AFFILIATIONS | The University of Texas at Austin |
| VERIFIED | No |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 10 |
| WORKS AS AUTHOR | 14 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1970 |
| LATEST PUBLICATION YEAR | 1986 |
| H-INDEX | 2 |
Paradigms of Teacher Effectiveness Research
Needs assessment and the self-evaluating organization
A Needs Assessment Model for Conducting Follow-Up Studies
The instrument can be designed to lock in the type and quality of data that will be received. Teaching competencies derived from process-product studies (Borich, 1979; Borich & Kash, 1979; Medley, 1977; Rosenshine, 1977) have contributed in some degree to the content of inservice evaluations of teacher training. However, because the intent of these studies has been limited to investigating teaching behavior vis-a-vis pupil outcomes, they have bee…
Implications for Developing Teacher Competencies From Process-Product Research
Factorial Analysis of Generalizability
Subsequent to an overview of the basic concepts in generalizability theory, a computer program for studying generalizability of scores in 3 facet (4 factor) designs is described. An illustrative example is also provided
Evaluating Educational Programs and Products
Methodological Note on Trait-Treatment Interactions
A procedure is described for determining trait-treatment interactions when the effects of potentially confounding variables have been controlled in the original design through the analysis of covariance or the calculation of residual gain scores. The procedure determines the homogeneity of group regressions, the regions of covariable values for which group regressions are significantly different, and the percent of error that may be expected from…
Extreme Groups Designs and the Calculation of Statistical Power
Three different statistical procedures for identifying aptitude-treatment interactions (ATI's) are discussed with regard to statistical power. The three procedures are (1) treatment × blocks analysis of variance, (2) homogeneity of group regressions and (3) extreme groups analysis. The treatment × blocks analysis of variance offers the least power while the extreme groups analysis offers the greatest power. A general discussion of statistical pow…
Determining Interactions and Regions of Significance for Curvilinear Regressions
Johnson-Neyman Revisited
Convergent and Discriminant Validation of the French and Guilford-Zimmerman Spatial Orientation and Spatial Visualization Factors
Interactions among Group Regressions
Evaluative Research
A Comparison of Guided Discovery, Discovery and Didactic Teaching of Math to Kindergarten Poverty Children
A number of recent innovations in curriculum have at their philosophical-psychological base an emphasis on the students' use of inductive procedures. Suchman's (1961) inquiry training, Dewey's (1910) problem solving, and Gagne's (1961) process goals similarly emphasize the child's development of heuristics to solve problems rather than his acquisition of knowledge through memorization. Bruner's (1961) statement placed the emphasis on discovery le…
Paradigms of Teacher Effectiveness Research
A Needs Assessment Model for Conducting Follow-Up Studies
The instrument can be designed to lock in the type and quality of data that will be received. Teaching competencies derived from process-product studies (Borich, 1979; Borich & Kash, 1979; Medley, 1977; Rosenshine, 1977) have contributed in some degree to the content of inservice evaluations of teacher training. However, because the intent of these studies has been limited to investigating teaching behavior vis-a-vis pupil outcomes, they have bee…
Implications for Developing Teacher Competencies From Process-Product Research
A Comparison of Guided Discovery, Discovery and Didactic Teaching of Math to Kindergarten Poverty Children
A number of recent innovations in curriculum have at their philosophical-psychological base an emphasis on the students' use of inductive procedures. Suchman's (1961) inquiry training, Dewey's (1910) problem solving, and Gagne's (1961) process goals similarly emphasize the child's development of heuristics to solve problems rather than his acquisition of knowledge through memorization. Bruner's (1961) statement placed the emphasis on discovery le…
A Comparison of Guided Discovery, Discovery and Didactic Teaching of Math to Kindergarten Poverty Children
A number of recent innovations in curriculum have at their philosophical-psychological base an emphasis on the students' use of inductive procedures. Suchman's (1961) inquiry training, Dewey's (1910) problem solving, and Gagne's (1961) process goals similarly emphasize the child's development of heuristics to solve problems rather than his acquisition of knowledge through memorization. Bruner's (1961) statement placed the emphasis on discovery le…
Interactions among Group Regressions
Evaluative Research
Convergent and Discriminant Validation of the French and Guilford-Zimmerman Spatial Orientation and Spatial Visualization Factors
Determining Interactions and Regions of Significance for Curvilinear Regressions
Johnson-Neyman Revisited
Extreme Groups Designs and the Calculation of Statistical Power
Three different statistical procedures for identifying aptitude-treatment interactions (ATI's) are discussed with regard to statistical power. The three procedures are (1) treatment × blocks analysis of variance, (2) homogeneity of group regressions and (3) extreme groups analysis. The treatment × blocks analysis of variance offers the least power while the extreme groups analysis offers the greatest power. A general discussion of statistical pow…
Methodological Note on Trait-Treatment Interactions
A procedure is described for determining trait-treatment interactions when the effects of potentially confounding variables have been controlled in the original design through the analysis of covariance or the calculation of residual gain scores. The procedure determines the homogeneity of group regressions, the regions of covariable values for which group regressions are significantly different, and the percent of error that may be expected from…
Evaluating Educational Programs and Products
Factorial Analysis of Generalizability
Subsequent to an overview of the basic concepts in generalizability theory, a computer program for studying generalizability of scores in 3 facet (4 factor) designs is described. An illustrative example is also provided
Implications for Developing Teacher Competencies From Process-Product Research
A Needs Assessment Model for Conducting Follow-Up Studies
The instrument can be designed to lock in the type and quality of data that will be received. Teaching competencies derived from process-product studies (Borich, 1979; Borich & Kash, 1979; Medley, 1977; Rosenshine, 1977) have contributed in some degree to the content of inservice evaluations of teacher training. However, because the intent of these studies has been limited to investigating teaching behavior vis-a-vis pupil outcomes, they have bee…
Needs assessment and the self-evaluating organization
Paradigms of Teacher Effectiveness Research
Psychology (13 works) · Mathematics (8 works) · Computer Science (7 works) · Mathematics education (7 works) · Statistics (7 works) · Econometrics (5 works) · Evaluation and Performance Assessment (4 works) · Sociology (4 works) · Statistical analysis (4 works) · Pedagogy (3 works)