Bette Chambers | University of York (original) (raw)
Papers by Bette Chambers
Science, Technology, & Mathematics (STEM), 2000
International Journal of Early Childhood, 1993
International Journal of Innovation and Learning, Mar 20, 2015
... Cihak, D., King, A. and Avalos, A. (2007) 'The effects of a peer-mediated progra... more ... Cihak, D., King, A. and Avalos, A. (2007) 'The effects of a peer-mediated program on ... A., Madden, NA, Slavin, RE and Gifford, R. (2006) 'Achievement effects of embedded multimedia in a ... Correnti, R. and Rowan, R. (2007) 'Opening up the black box: literacy instruction in schools ...
Http Dx Doi Org 10 1080 1380361950010203, Jul 28, 2006
ABSTRACT Observation of student interactions has gained increasing attention as researchers attem... more ABSTRACT Observation of student interactions has gained increasing attention as researchers attempt to examine the processes by which learning occurs when students work in cooperative small groups. This paper compares and contrasts two methods we used to ...
This paper reports achievement outcomes of a national randomized evaluation of Success for All (S... more This paper reports achievement outcomes of a national randomized evaluation of Success for All (SFA), a comprehensive reading reform model. Forty-one schools were recruited for the study and were randomly assigned to implement Success for All or control methods. ...
Http Dx Doi Org 10 1080 0144341032000160146, Oct 5, 2010
ABSTRACT This study applied expectancy theory to integrate the numerous and disparate explanation... more ABSTRACT This study applied expectancy theory to integrate the numerous and disparate explanations that researchers and educators have proposed to account for teacher resistance to implementing cooperative learning as an educational innovation. The cooperative learning implementation questionnaire (CLIQ) contained 48 items grouped under three broad motivational categories: perceived value of the innovation, expectancy of success, and perceived cost. These items accounted for 42.3% of the total variance in self-reported use of cooperative learning among 933 teachers. Expectancy of success issues were most important in differentiating users and non-users, suggesting that increased emphasis on professional development should be used to enhance teachers' beliefs that they can succeed in implementing an innovation in their own context. This may require both follow-up support and adaptation of the innovation.
Elementary School Journal, Jun 1, 2011
Journal of Educational Television, 1995
... strategies which encourage interpersonal interaction may be effective in enhancing the perspe... more ... strategies which encourage interpersonal interaction may be effective in enhancing the perspective-taking abilities of young children, which in turn facilitate prosocial ... Since cooper-ative play can benefit social skills (Chambers, 1993; Foster, 1984; Orlick, 1981), cooperative ...
We examined the implementation of an early-intervention program called Success for All in Montrea... more We examined the implementation of an early-intervention program called Success for All in Montreal, Quebec. Our study included 425 high-poverty students at risk for drop-out, from four elementary schools. The program was implemented in an inner-city school where 40 ...
The Elementary School Journal, 2011
Studies in Educational Evaluation, 2014
Review of Educational Research, 1996
The effects of within-class grouping on student achievement and other outcomes were quantitativel... more The effects of within-class grouping on student achievement and other outcomes were quantitatively integrated using two sets of study findings. The first set included 145 effect sizes and explored the effects of grouping versus no grouping on several outcomes. Overall, the average ...
Journal of Educational Psychology, 1991
Abstract 1. This field investigation examined the relationship between prior achievement (high vs... more Abstract 1. This field investigation examined the relationship between prior achievement (high vs average vs low), individual outcome (success vs failure), team outcome (success vs failure) and students' achievement and academic perceptions. 190 students in 7 ...
International Journal of Innovation and Learning, 2011
... Cihak, D., King, A. and Avalos, A. (2007) 'The effects of a peer-mediated progra... more ... Cihak, D., King, A. and Avalos, A. (2007) 'The effects of a peer-mediated program on ... A., Madden, NA, Slavin, RE and Gifford, R. (2006) 'Achievement effects of embedded multimedia in a ... Correnti, R. and Rowan, R. (2007) 'Opening up the black box: literacy instruction in schools ...
Educational Research and Evaluation, 2000
... We found that low ability students performed best in heterogeneous groups, medium ability stu... more ... We found that low ability students performed best in heterogeneous groups, medium ability students performed best in homogeneous groups, and high ability students performed equally ... Summary We concluded that the practice of within-class grouping was supported by ...
Science, Technology, & Mathematics (STEM), 2000
International Journal of Early Childhood, 1993
International Journal of Innovation and Learning, Mar 20, 2015
... Cihak, D., King, A. and Avalos, A. (2007) 'The effects of a peer-mediated progra... more ... Cihak, D., King, A. and Avalos, A. (2007) 'The effects of a peer-mediated program on ... A., Madden, NA, Slavin, RE and Gifford, R. (2006) 'Achievement effects of embedded multimedia in a ... Correnti, R. and Rowan, R. (2007) 'Opening up the black box: literacy instruction in schools ...
Http Dx Doi Org 10 1080 1380361950010203, Jul 28, 2006
ABSTRACT Observation of student interactions has gained increasing attention as researchers attem... more ABSTRACT Observation of student interactions has gained increasing attention as researchers attempt to examine the processes by which learning occurs when students work in cooperative small groups. This paper compares and contrasts two methods we used to ...
This paper reports achievement outcomes of a national randomized evaluation of Success for All (S... more This paper reports achievement outcomes of a national randomized evaluation of Success for All (SFA), a comprehensive reading reform model. Forty-one schools were recruited for the study and were randomly assigned to implement Success for All or control methods. ...
Http Dx Doi Org 10 1080 0144341032000160146, Oct 5, 2010
ABSTRACT This study applied expectancy theory to integrate the numerous and disparate explanation... more ABSTRACT This study applied expectancy theory to integrate the numerous and disparate explanations that researchers and educators have proposed to account for teacher resistance to implementing cooperative learning as an educational innovation. The cooperative learning implementation questionnaire (CLIQ) contained 48 items grouped under three broad motivational categories: perceived value of the innovation, expectancy of success, and perceived cost. These items accounted for 42.3% of the total variance in self-reported use of cooperative learning among 933 teachers. Expectancy of success issues were most important in differentiating users and non-users, suggesting that increased emphasis on professional development should be used to enhance teachers' beliefs that they can succeed in implementing an innovation in their own context. This may require both follow-up support and adaptation of the innovation.
Elementary School Journal, Jun 1, 2011
Journal of Educational Television, 1995
... strategies which encourage interpersonal interaction may be effective in enhancing the perspe... more ... strategies which encourage interpersonal interaction may be effective in enhancing the perspective-taking abilities of young children, which in turn facilitate prosocial ... Since cooper-ative play can benefit social skills (Chambers, 1993; Foster, 1984; Orlick, 1981), cooperative ...
We examined the implementation of an early-intervention program called Success for All in Montrea... more We examined the implementation of an early-intervention program called Success for All in Montreal, Quebec. Our study included 425 high-poverty students at risk for drop-out, from four elementary schools. The program was implemented in an inner-city school where 40 ...
The Elementary School Journal, 2011
Studies in Educational Evaluation, 2014
Review of Educational Research, 1996
The effects of within-class grouping on student achievement and other outcomes were quantitativel... more The effects of within-class grouping on student achievement and other outcomes were quantitatively integrated using two sets of study findings. The first set included 145 effect sizes and explored the effects of grouping versus no grouping on several outcomes. Overall, the average ...
Journal of Educational Psychology, 1991
Abstract 1. This field investigation examined the relationship between prior achievement (high vs... more Abstract 1. This field investigation examined the relationship between prior achievement (high vs average vs low), individual outcome (success vs failure), team outcome (success vs failure) and students' achievement and academic perceptions. 190 students in 7 ...
International Journal of Innovation and Learning, 2011
... Cihak, D., King, A. and Avalos, A. (2007) 'The effects of a peer-mediated progra... more ... Cihak, D., King, A. and Avalos, A. (2007) 'The effects of a peer-mediated program on ... A., Madden, NA, Slavin, RE and Gifford, R. (2006) 'Achievement effects of embedded multimedia in a ... Correnti, R. and Rowan, R. (2007) 'Opening up the black box: literacy instruction in schools ...
Educational Research and Evaluation, 2000
... We found that low ability students performed best in heterogeneous groups, medium ability stu... more ... We found that low ability students performed best in heterogeneous groups, medium ability students performed best in homogeneous groups, and high ability students performed equally ... Summary We concluded that the practice of within-class grouping was supported by ...