A Psychological Theory of Educational Productivity.

Autor/in	Walberg, Herbert J.
Institution	Illinois Univ., Chicago. Chicago Circle Campus.
Titel	A Psychological Theory of Educational Productivity.
Quelle	(1980), (44 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Stellungnahme; Academic Achievement; Academic Aptitude; Aptitude Treatment Interaction; Educational Environment; Educational Research; Educational Theories; Elementary Secondary Education; Family Environment; Mathematical Models; Predictor Variables; Productivity; Standardized Tests; Teaching Methods + Suchen Sie Ihr Suchwort? Schulleistung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungsforschung; Pädagogische Forschung; Educational theory; Theory of education; Bildungstheorie; Familienmilieu; Mathematical model; Mathematisches Modell; Prädiktor; Produktivität; Standadised tests; Standardisierter Test; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	To solve problems of causality and measurement in educational research, this paper combines seven variables into a proposed model of educational productivity on achievement tests. The authors first review psychological models of educational production that relate learning to aptitude and environment, and note that these models do not allow for interaction between the aptitude and environment variables. The authors then describe productivity models in economics and demonstrate that such models are explicit and testable and do allow for interaction among variables. An educational model emulating the economics models is proposed to explain academic achievement on standardized tests. In this model of educational productivity, an equation combines the variables of student ability and motivation, instructional quantity and quality, home and classroom environments, and age. According to the authors, the interaction among the model's variables may explain a number of problems in educational research, including the lack of demonstrable results from instructional innovation or compensatory education, the weak correlations between achievement and instructional time, and the confusion in findings relating aptitude to teaching methods. The paper's final section stresses the need to test the proposed model on long-term empirical data. (RW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01