Combining Cooperative Learning and Individualized Instruction: Effects on Student Mathematics Achievement, Attitudes, and Behaviors

1984 ◽  
Vol 84 (4) ◽  
pp. 409-422 ◽  
Author(s):  
Robert E. Slavin ◽  
Marshall B. Leavey ◽  
Nancy A. Madden
Keyword(s):  
Mathematics Achievement ◽  
Cooperative Learning ◽  
Individualized Instruction ◽  
Attitudes And Behaviors ◽  
Achievement Attitudes ◽  
And Behaviors ◽  
Instruction Effects

Effects of active-learning experiences on achievement, attitudes, and behaviors in high school biology

2007 ◽  
Vol 44 (7) ◽  
pp. 960-979 ◽  
Author(s):  
Roman Taraban ◽  
Cathy Box ◽  
Russell Myers ◽  
Robin Pollard ◽  
Craig W. Bowen
Keyword(s):  
High School ◽  
Active Learning ◽  
Learning Experiences ◽  
High School Biology ◽  
Attitudes And Behaviors ◽  
Achievement Attitudes ◽  
And Behaviors

The Influence of Effective Teaching in Accounting on Student Attitudes, Behavior, and Performance

2005 ◽  
Vol 20 (3) ◽  
pp. 231-246 ◽  
Author(s):  
Julia Shaftel ◽  
Timothy L. Shaftel
Keyword(s):  
Role Models ◽  
Student Attitudes ◽  
Reasoned Action ◽  
Task Force ◽  
Accounting Education ◽  
Positive Role ◽  
Performance Achievement ◽  
Attitudes And Behaviors ◽  
Achievement Attitudes ◽  
And Behaviors

In 1993 the School of Business at a large midwestern university established a task force to redesign its introductory accounting/business course. The task force shared many goals of the contemporaneous Accounting Education Change Commission, which addressed desirable attitudes and behaviors for the profession. Although approaches to knowledge and skill development are well understood at universities, much less is known about the impact of effective accounting education on student attitudes and behavior. After implementing instructional interventions, student attitudes and study skills improved significantly over one semester. The causal relationship of attitudes and behaviors was modeled using the Theory of Reasoned Action. Self-reported behaviors were validated by external ratings and course performance. Achievement attitudes were strongly and directly influenced by subjective norms. Our results reflect positively on the activities and procedures used to create normative influences within the class. In particular, the use of teaching assistants (TAs) as positive role models was substantiated. After implementing instructional interventions, student attitudes and study skills improved significantly over one semester. The causal relationship of attitudes and behaviors was modeled using the Theory of Reasoned Action. Self-reported behaviors were validated by external ratings and course performance. Achievement attitudes were strongly and directly influenced by subjective norms. Our results reflect positively on the activities and procedures used to create normative influences within the class. In particular, the use of teaching assistants (TAs) as positive role models was substantiated.

Bioterrorism-Related Beliefs, Attitudes and Behaviors of Community-Based Clinicians

2002 ◽  
Vol 17 (S2) ◽  
pp. S48
Author(s):  
Robyn R. M. Gershon ◽  
Kristine A. Qureshi ◽  
Stephen S. Morse ◽  
Marissa A. Berrera ◽  
Catherine B. Dela Cruz
Keyword(s):  
Community Based ◽  
Attitudes And Behaviors ◽  
And Behaviors

The Impact of Universal Suicide-Prevention Programs on the Help-Seeking Attitudes and Behaviors of Youths

Crisis ◽  
2013 ◽  
Vol 34 (2) ◽  
pp. 82-97 ◽  
Author(s):  
Bonnie Klimes-Dougan ◽  
David A. Klingbeil ◽  
Sarah J. Meller
Keyword(s):  
Suicide Prevention ◽  
Help Seeking ◽  
Prevention Programs ◽  
Universal Prevention ◽  
Help Seeking Attitudes ◽  
Attitudes And Behaviors ◽  
Seeking Behavior ◽  
And Behaviors ◽  
Suicide Prevention Programs ◽  
The Impact

Background: While the ultimate goal of adolescent suicide-prevention efforts is to decrease the incidence of death by suicide, a critical intermediary goal is directing youths toward effective sources of assistance. Aim: To comprehensively review the universal prevention literature and examine the effects of universal prevention programs on student’s attitudes and behaviors related to help-seeking. Method: We systematically reviewed studies that assessed help-seeking outcomes including prevention efforts utilizing (1) psychoeducational curricula, (2) gatekeeper training, and (3) public service messaging directed at youths. Of the studies reviewed, 17 studies evaluated the help-seeking outcomes. These studies were identified through a range of sources (e.g., searching online databases, examining references of published articles on suicide prevention). Results: The results of this review suggest that suicide-prevention programming has a limited impact on help-seeking behavior. Although there was some evidence that suicide-prevention programs had a positive impact on students’ help-seeking attitudes and behaviors, there was also evidence of no effects or iatrogenic effects. Sex and risk status were moderators of program effects on students help-seeking. Conclusions: Caution is warranted when considering which suicidal prevention interventions best optimize the intended goals. The impact on adolescents’ help-seeking behavior is a key concern for educators and mental-health professionals.

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