| Abstract: | Examined the effects of a particular model of direct instruction, focused instruction (FI), and 2 alternative student evaluation structures—individual learning expectations (ILE) and relative standing (RS)—on students' mathematics achievement and attitudes. Ss were 307 7th-grade students in 10 classes, who studied mathematics for 11 wks. Results indicated that FI, along with certificates of recognition, whether awarded on the basis of ILE or of RS, caused significantly higher achievement. There were no significant differences between the ILE and RS evaluation methods. (8 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved) |
