Geneva D Haertel
Biographic Data
| ID | 5180357 |
|---|---|
| NAME | Geneva D Haertel |
| GIVEN NAMES | Geneva D |
| FAMILY NAME | Haertel |
| SIGNATURE | HAERTEL G D |
| AFFILIATIONS | University of Illinois Chicago |
| VERIFIED | No |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 33 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1980 |
| LATEST PUBLICATION YEAR | 2006 |
| H-INDEX | 3 |
Implications of Evidence‐Centered Design for Educational Testing
Evidence‐centered assessment design (ECD) provides language, concepts, and knowledge representations for designing and delivering educational assessments, all organized around the evidentiary argument an assessment is meant to embody. This article describes ECD in terms of layers for analyzing domains, laying out arguments, creating schemas for operational elements such as tasks and measurement models, implementing the assessment, and carrying ou…
Toward a Knowledge Base for School Learning
The purpose of this article is to identify and estimate the influence of educational, psychological, and social factors on learning. Using evidence accumulated from 61 research experts, 91 meta-analyses, and 179 handbook chapters and narrative reviews, the data for analysis represent over 11,000 relationships. Three methods—content analyses, expert ratings, and results from meta-analyses—are used to quantify the importance and consistency of vari…
Classroom environment
The Impact of Leisure-Time Television on School Learning
To integrate empirical findings concerning the impact of leisure time television viewing on student achievement in grades K-12, 274 correlations were assembled or calculated from 23 educational and psychological review articles, doctoral dissertations, statewide assessments, national surveys, articles from refereed journals, technical reports, books, and unpublished papers. For each study, characteristics of the sample, type of outcome, quality o…
Socio‐psychological Environments and Learning
To estimate the sign and size of correlations between student perceptions of social‐psychological environments of their classes and learning outcomes, 734 correlations from 12 studies on 823 classes in eight subject areas were analyzed. These represented a total of 17,805 students in four nations. A total of 31 of 36 hypotheses, theoretically‐derived in 1969 were supported. Learning outcomes and gains are positively associated with Cohesiveness, …
Probing a Model of Educational Productivity in Science with National Assessment Samples of Early Adolescents
To test a psychological theory of educational productivity and to explore the usefulness of the National Assessment of Educational Progress data for secondary analysis for policy purposes, the science achievement scores of 2,346 13-year-old students were regressed on indexes of their Socio-economic Status, Motivation, Quality (of instruction), Class (social psychological environment), and Home conditions. All these productivity factors are signif…
Early Adolescent Sex Differences in Science Learning
Data from the 1976 NAEP Science Assessment were used to explore sex differences in science learning and its determinants with controls for ethnicity and parental socioeconomic status. The sample was composed of 2,349 13-year-olds. Scales measuring science learning and five related factors were related to sex, race, and SES in three-way analyses of variance and covariance. While no sex difference in science learning was found, a sex-specific trend…
Continuing Motivation in Science for Early and Late Adolescents
This study examined the classroom environment correlates of continuing motivation in science for national samples of early and late adolescents. Controlling for achievement in science and student background characteristics, measures of the quality of the classroom social environment, and the utility of science content and classes had significant positive regression weights in both samples with continuing student interest and participation in volu…
Evaluation reflections
Socio‐psychological Environments and Learning
To estimate the sign and size of correlations between student perceptions of social‐psychological environments of their classes and learning outcomes, 734 correlations from 12 studies on 823 classes in eight subject areas were analyzed. These represented a total of 17,805 students in four nations. A total of 31 of 36 hypotheses, theoretically‐derived in 1969 were supported. Learning outcomes and gains are positively associated with Cohesiveness, …
The Impact of Leisure-Time Television on School Learning
To integrate empirical findings concerning the impact of leisure time television viewing on student achievement in grades K-12, 274 correlations were assembled or calculated from 23 educational and psychological review articles, doctoral dissertations, statewide assessments, national surveys, articles from refereed journals, technical reports, books, and unpublished papers. For each study, characteristics of the sample, type of outcome, quality o…
Probing a Model of Educational Productivity in Science with National Assessment Samples of Early Adolescents
To test a psychological theory of educational productivity and to explore the usefulness of the National Assessment of Educational Progress data for secondary analysis for policy purposes, the science achievement scores of 2,346 13-year-old students were regressed on indexes of their Socio-economic Status, Motivation, Quality (of instruction), Class (social psychological environment), and Home conditions. All these productivity factors are signif…
Early Adolescent Sex Differences in Science Learning
Data from the 1976 NAEP Science Assessment were used to explore sex differences in science learning and its determinants with controls for ethnicity and parental socioeconomic status. The sample was composed of 2,349 13-year-olds. Scales measuring science learning and five related factors were related to sex, race, and SES in three-way analyses of variance and covariance. While no sex difference in science learning was found, a sex-specific trend…
Continuing Motivation in Science for Early and Late Adolescents
This study examined the classroom environment correlates of continuing motivation in science for national samples of early and late adolescents. Controlling for achievement in science and student background characteristics, measures of the quality of the classroom social environment, and the utility of science content and classes had significant positive regression weights in both samples with continuing student interest and participation in volu…
Evaluation reflections
Socio‐psychological Environments and Learning
To estimate the sign and size of correlations between student perceptions of social‐psychological environments of their classes and learning outcomes, 734 correlations from 12 studies on 823 classes in eight subject areas were analyzed. These represented a total of 17,805 students in four nations. A total of 31 of 36 hypotheses, theoretically‐derived in 1969 were supported. Learning outcomes and gains are positively associated with Cohesiveness, …
Probing a Model of Educational Productivity in Science with National Assessment Samples of Early Adolescents
To test a psychological theory of educational productivity and to explore the usefulness of the National Assessment of Educational Progress data for secondary analysis for policy purposes, the science achievement scores of 2,346 13-year-old students were regressed on indexes of their Socio-economic Status, Motivation, Quality (of instruction), Class (social psychological environment), and Home conditions. All these productivity factors are signif…
Early Adolescent Sex Differences in Science Learning
Data from the 1976 NAEP Science Assessment were used to explore sex differences in science learning and its determinants with controls for ethnicity and parental socioeconomic status. The sample was composed of 2,349 13-year-olds. Scales measuring science learning and five related factors were related to sex, race, and SES in three-way analyses of variance and covariance. While no sex difference in science learning was found, a sex-specific trend…
Continuing Motivation in Science for Early and Late Adolescents
This study examined the classroom environment correlates of continuing motivation in science for national samples of early and late adolescents. Controlling for achievement in science and student background characteristics, measures of the quality of the classroom social environment, and the utility of science content and classes had significant positive regression weights in both samples with continuing student interest and participation in volu…
The Impact of Leisure-Time Television on School Learning
To integrate empirical findings concerning the impact of leisure time television viewing on student achievement in grades K-12, 274 correlations were assembled or calculated from 23 educational and psychological review articles, doctoral dissertations, statewide assessments, national surveys, articles from refereed journals, technical reports, books, and unpublished papers. For each study, characteristics of the sample, type of outcome, quality o…
Classroom environment
Toward a Knowledge Base for School Learning
The purpose of this article is to identify and estimate the influence of educational, psychological, and social factors on learning. Using evidence accumulated from 61 research experts, 91 meta-analyses, and 179 handbook chapters and narrative reviews, the data for analysis represent over 11,000 relationships. Three methods—content analyses, expert ratings, and results from meta-analyses—are used to quantify the importance and consistency of vari…
Implications of Evidence‐Centered Design for Educational Testing
Evidence‐centered assessment design (ECD) provides language, concepts, and knowledge representations for designing and delivering educational assessments, all organized around the evidentiary argument an assessment is meant to embody. This article describes ECD in terms of layers for analyzing domains, laying out arguments, creating schemas for operational elements such as tasks and measurement models, implementing the assessment, and carrying ou…
Psychology (9 works) · Mathematics education (6 works) · Educational Environments and Student Outcomes (4 works) · Mathematics (4 works) · Computer Science (3 works) · Developmental psychology (3 works) · Sample (material (3 works) · Social Psychology (3 works) · Sociology (3 works) · Statistics (3 works)