Robert B Burns
Biographic Data
| ID | 3655306 |
|---|---|
| NAME | Robert B Burns |
| GIVEN NAMES | Robert B |
| FAMILY NAME | Burns |
| SIGNATURE | BURNS R B |
| AFFILIATIONS | Far West Laboratory for Educational Research and Development |
| VERIFIED | No |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 25 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1966 |
| LATEST PUBLICATION YEAR | 2020 |
| H-INDEX | 3 |
Re-examining the reciprocal effects model of self-concept, self-efficacy, and academic achievement in a comparison of the Cross-Lagged Panel and Random-Intercept Cross-Lagged Panel frameworks
BackgroundThe cross-lagged panel (regression) model (CLPM) is the usual framework of choice to test the longitudinal reciprocal effects between self-concept and achievement. Criticisms of the CLPM are that causal paths are over-estimated as they fail to discriminate between- and within-person variation. The random-intercept cross-lagged panel model (RI-CLPM) is one alternative that extends the CLPM by partialling out between-person variance.AimsW…
Class Composition and Student Achievement in Elementary Schools
Principals and teachers sometimes intentionally use class formation procedures to create class compositions. This study examined the class distributional properties of 200 elementary school classes in two school districts. Fifty-six classes were combination classes—classes with students from two grade levels. The two districts differed in their policies toward gifted and talented classes and in principals’ preferences for heterogeneous student as…
Class Formation and Composition in Elementary Schools
This study examined the class formation procedures used in 22 elementary schools from two districts, as well as the influence these procedures had on the class composition of 200 classes, 56 of which were combination classes (classes with students from two grade levels). Principals were interviewed about their procedures for assigning students to classes, and students completed pretest measures. The major finding was that principals, in an effort…
Organizational Constraints on the Formation of Elementary School Classes
This study describes how principals assign teachers and students to single-grade and combination classes. Combination classes are a distinct type of multigrade class formed as a result of enrollment imbalances or shortages in which students from two or more adjacent grade levels are taught for most or all of the day by a single teacher. Ninety principals from 13 school districts were interviewed by phone about their procedures for allocating teac…
Surveying the Cognitive Terrain
The Activity Structure of Lesson Segments
The purpose of this article is to suggest one way to consider classroom instruction. Drawing extensively from the work of the ecological psychologists, classroom lessons are viewed as a sequence of lesson segments, a segment being a block of time with a particular focus or intention. Each segment is conceptualized as consisting of three components—purpose, activity format, and topic or assignment—which help characterize the instructional environm…
Steering Groups, Leveling Effects, and Instructional Pace
The purpose of this yearlong study of two mathematics teachers was to examine instructional pacing under two forms of instructional organization. The first teacher used a student-paced format where micro-computers were used to correct work assignments and administer mastery quizzes to students. The second teacher used a more typical teacher-paced format with the teacher making work assignments to students several times a week and allowing ample t…
A Comparison of Activity Structures During Basic Skills and Problem-Solving Instruction in Seventh-Grade Mathematics
The primary purpose of this study was to describe problem-solving instruction and examine whether it was different from basic skills instruction. Nine seventh-grade mathematics teachers were observed for 5 consecutive days during their regular instruction. They were then asked to plan and implement a 6-day unit over four problem-solving skills given to them by the experimenters. Their problem-solving instruction was observed using the same observ…
Age and Mental Ability: Re‐testing With Thirty‐three Years' Interval
Class Formation and Composition in Elementary Schools
This study examined the class formation procedures used in 22 elementary schools from two districts, as well as the influence these procedures had on the class composition of 200 classes, 56 of which were combination classes (classes with students from two grade levels). Principals were interviewed about their procedures for assigning students to classes, and students completed pretest measures. The major finding was that principals, in an effort…
Class Composition and Student Achievement in Elementary Schools
Principals and teachers sometimes intentionally use class formation procedures to create class compositions. This study examined the class distributional properties of 200 elementary school classes in two school districts. Fifty-six classes were combination classes—classes with students from two grade levels. The two districts differed in their policies toward gifted and talented classes and in principals’ preferences for heterogeneous student as…
Re-examining the reciprocal effects model of self-concept, self-efficacy, and academic achievement in a comparison of the Cross-Lagged Panel and Random-Intercept Cross-Lagged Panel frameworks
BackgroundThe cross-lagged panel (regression) model (CLPM) is the usual framework of choice to test the longitudinal reciprocal effects between self-concept and achievement. Criticisms of the CLPM are that causal paths are over-estimated as they fail to discriminate between- and within-person variation. The random-intercept cross-lagged panel model (RI-CLPM) is one alternative that extends the CLPM by partialling out between-person variance.AimsW…
Organizational Constraints on the Formation of Elementary School Classes
This study describes how principals assign teachers and students to single-grade and combination classes. Combination classes are a distinct type of multigrade class formed as a result of enrollment imbalances or shortages in which students from two or more adjacent grade levels are taught for most or all of the day by a single teacher. Ninety principals from 13 school districts were interviewed by phone about their procedures for allocating teac…
The Activity Structure of Lesson Segments
The purpose of this article is to suggest one way to consider classroom instruction. Drawing extensively from the work of the ecological psychologists, classroom lessons are viewed as a sequence of lesson segments, a segment being a block of time with a particular focus or intention. Each segment is conceptualized as consisting of three components—purpose, activity format, and topic or assignment—which help characterize the instructional environm…
A Comparison of Activity Structures During Basic Skills and Problem-Solving Instruction in Seventh-Grade Mathematics
The primary purpose of this study was to describe problem-solving instruction and examine whether it was different from basic skills instruction. Nine seventh-grade mathematics teachers were observed for 5 consecutive days during their regular instruction. They were then asked to plan and implement a 6-day unit over four problem-solving skills given to them by the experimenters. Their problem-solving instruction was observed using the same observ…
Age and Mental Ability: Re‐testing With Thirty‐three Years' Interval
A Comparison of Activity Structures During Basic Skills and Problem-Solving Instruction in Seventh-Grade Mathematics
The primary purpose of this study was to describe problem-solving instruction and examine whether it was different from basic skills instruction. Nine seventh-grade mathematics teachers were observed for 5 consecutive days during their regular instruction. They were then asked to plan and implement a 6-day unit over four problem-solving skills given to them by the experimenters. Their problem-solving instruction was observed using the same observ…
The Activity Structure of Lesson Segments
The purpose of this article is to suggest one way to consider classroom instruction. Drawing extensively from the work of the ecological psychologists, classroom lessons are viewed as a sequence of lesson segments, a segment being a block of time with a particular focus or intention. Each segment is conceptualized as consisting of three components—purpose, activity format, and topic or assignment—which help characterize the instructional environm…
Steering Groups, Leveling Effects, and Instructional Pace
The purpose of this yearlong study of two mathematics teachers was to examine instructional pacing under two forms of instructional organization. The first teacher used a student-paced format where micro-computers were used to correct work assignments and administer mastery quizzes to students. The second teacher used a more typical teacher-paced format with the teacher making work assignments to students several times a week and allowing ample t…
Surveying the Cognitive Terrain
Organizational Constraints on the Formation of Elementary School Classes
This study describes how principals assign teachers and students to single-grade and combination classes. Combination classes are a distinct type of multigrade class formed as a result of enrollment imbalances or shortages in which students from two or more adjacent grade levels are taught for most or all of the day by a single teacher. Ninety principals from 13 school districts were interviewed by phone about their procedures for allocating teac…
Class Formation and Composition in Elementary Schools
This study examined the class formation procedures used in 22 elementary schools from two districts, as well as the influence these procedures had on the class composition of 200 classes, 56 of which were combination classes (classes with students from two grade levels). Principals were interviewed about their procedures for assigning students to classes, and students completed pretest measures. The major finding was that principals, in an effort…
Class Composition and Student Achievement in Elementary Schools
Principals and teachers sometimes intentionally use class formation procedures to create class compositions. This study examined the class distributional properties of 200 elementary school classes in two school districts. Fifty-six classes were combination classes—classes with students from two grade levels. The two districts differed in their policies toward gifted and talented classes and in principals’ preferences for heterogeneous student as…
Re-examining the reciprocal effects model of self-concept, self-efficacy, and academic achievement in a comparison of the Cross-Lagged Panel and Random-Intercept Cross-Lagged Panel frameworks
BackgroundThe cross-lagged panel (regression) model (CLPM) is the usual framework of choice to test the longitudinal reciprocal effects between self-concept and achievement. Criticisms of the CLPM are that causal paths are over-estimated as they fail to discriminate between- and within-person variation. The random-intercept cross-lagged panel model (RI-CLPM) is one alternative that extends the CLPM by partialling out between-person variance.AimsW…
Psychology (9 works) · Mathematics education (7 works) · Computer Science (6 works) · Mathematics (6 works) · Academic achievement (3 works) · Class (philosophy (3 works) · Early Childhood Education and Development (3 works) · Parental Involvement in Education (3 works) · School Choice and Performance (3 works) · Statistics (3 works)