Ronald N Marso
Biographic Data
| ID | 1606119 |
|---|---|
| NAME | Ronald N Marso |
| GIVEN NAMES | Ronald N |
| FAMILY NAME | Marso |
| SIGNATURE | MARSO R N |
| AFFILIATIONS | Bowling Green State University |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 28 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1969 |
| LATEST PUBLICATION YEAR | 1997 |
| H-INDEX | 3 |
A seven year longitudinal multi-factor assessment of teaching concerns development through preparation and early years of teaching
The influence of preservice training and teaching experience upon attitude and concerns about teaching
Differences between Self- Perceived Job Expectations and Job Realities of Beginning Teachers
The primary purpose of this study was to ascertain the extent to which 24 working conditions impacted upon the self-per ceived reality shock of four groups (N = 211) of beginning teachers (elementary, secondary, specialized, and special edu cation) who were teaching in three types of schools (rural, urban, and suburban). For only two working conditions were the teachers' reality ratings more positive than their expectation ratings: help from othe…
Project Interaction
The Influence of Test Difficulty upon Study Efforts and Achievement
Educators appear to be confronted with a dilemma concerning appropriate test difficulty level when constructing classroom examinations. Test constructors have provided both theoretical and empirical evidence which indicates that tests have maximum reliability and validity when item difficulty is near 50 percent (Guilford, 1954), but classroom educators believe that difficult examinations decrease student motivation and consequently achievement (W…
A seven year longitudinal multi-factor assessment of teaching concerns development through preparation and early years of teaching
The influence of preservice training and teaching experience upon attitude and concerns about teaching
Project Interaction
Differences between Self- Perceived Job Expectations and Job Realities of Beginning Teachers
The primary purpose of this study was to ascertain the extent to which 24 working conditions impacted upon the self-per ceived reality shock of four groups (N = 211) of beginning teachers (elementary, secondary, specialized, and special edu cation) who were teaching in three types of schools (rural, urban, and suburban). For only two working conditions were the teachers' reality ratings more positive than their expectation ratings: help from othe…
The Influence of Test Difficulty upon Study Efforts and Achievement
Educators appear to be confronted with a dilemma concerning appropriate test difficulty level when constructing classroom examinations. Test constructors have provided both theoretical and empirical evidence which indicates that tests have maximum reliability and validity when item difficulty is near 50 percent (Guilford, 1954), but classroom educators believe that difficult examinations decrease student motivation and consequently achievement (W…
The Influence of Test Difficulty upon Study Efforts and Achievement
Educators appear to be confronted with a dilemma concerning appropriate test difficulty level when constructing classroom examinations. Test constructors have provided both theoretical and empirical evidence which indicates that tests have maximum reliability and validity when item difficulty is near 50 percent (Guilford, 1954), but classroom educators believe that difficult examinations decrease student motivation and consequently achievement (W…
Project Interaction
Differences between Self- Perceived Job Expectations and Job Realities of Beginning Teachers
The primary purpose of this study was to ascertain the extent to which 24 working conditions impacted upon the self-per ceived reality shock of four groups (N = 211) of beginning teachers (elementary, secondary, specialized, and special edu cation) who were teaching in three types of schools (rural, urban, and suburban). For only two working conditions were the teachers' reality ratings more positive than their expectation ratings: help from othe…
The influence of preservice training and teaching experience upon attitude and concerns about teaching
A seven year longitudinal multi-factor assessment of teaching concerns development through preparation and early years of teaching
Mathematics education (5 works) · Psychology (5 works) · Pedagogy (3 works) · Social Psychology (3 works) · Social Psychology (3 works) · Developmental psychology (2 works) · Education and Learning Interventions (2 works) · Medicine (2 works) · Motivation and Self-Concept in Sports (2 works) · Task (project management (2 works)