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Accelerating the Development of Formal Thinking in Middle and High School Students IV: Three Years after a Two-Year Intervention.

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Title: Accelerating the Development of Formal Thinking in Middle and High School Students IV: Three Years after a Two-Year Intervention.
Language: English
Authors: Shayer, Michael, Adey, Philip S.
Source: Journal of Research in Science Teaching. Apr 1993 30(4):351-366.
Peer Reviewed: Y
Page Count: 16
Publication Date: 1993
Document Type: Reports - Research
Journal Articles
Descriptors: Academic Achievement, Developmental Stages, Educational Research, Effect Size, English Instruction, Foreign Countries, Formal Operations, High Schools, Junior High Schools, Mathematics Education, Middle Schools, Science Curriculum, Science Education, Science Instruction, Secondary School Science
Geographic Terms: United Kingdom
ISSN: 0022-4308
Abstract: Three years after end of 2-year intervention program intended to promote formal operational thinking, achievement of students initially age 11 was tested by their results on British National examinations, taken at age 16 (experimental group n=88, control group n=103). In comparison with control classes, the effect size for science was 0.67, mathematics was 0.72, and English was 0.69. (PR)
Entry Date: 1994
Accession Number: EJ476618
Database: ERIC
FullText Text:
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PubType: Report
PubTypeId: report
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  Data: Accelerating the Development of Formal Thinking in Middle and High School Students IV: Three Years after a Two-Year Intervention.
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  Data: <searchLink fieldCode="AR" term="%22Shayer%2C+Michael%22">Shayer, Michael</searchLink><br /><searchLink fieldCode="AR" term="%22Adey%2C+Philip+S%2E%22">Adey, Philip S.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Research+in+Science+Teaching%22"><i>Journal of Research in Science Teaching</i></searchLink>. Apr 1993 30(4):351-366.
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  Data: 16
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  Data: 1993
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  Data: Three years after end of 2-year intervention program intended to promote formal operational thinking, achievement of students initially age 11 was tested by their results on British National examinations, taken at age 16 (experimental group n=88, control group n=103). In comparison with control classes, the effect size for science was 0.67, mathematics was 0.72, and English was 0.69. (PR)
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  Data: 1994
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  Data: EJ476618
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      – Text: English
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      Pagination:
        PageCount: 16
        StartPage: 351
    Subjects:
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Developmental Stages
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      – SubjectFull: Educational Research
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      – SubjectFull: Effect Size
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      – SubjectFull: English Instruction
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Formal Operations
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      – SubjectFull: High Schools
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      – SubjectFull: Junior High Schools
        Type: general
      – SubjectFull: Mathematics Education
        Type: general
      – SubjectFull: Middle Schools
        Type: general
      – SubjectFull: Science Curriculum
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      – SubjectFull: Science Education
        Type: general
      – SubjectFull: Science Instruction
        Type: general
      – SubjectFull: Secondary School Science
        Type: general
      – SubjectFull: United Kingdom
        Type: general
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      – TitleFull: Accelerating the Development of Formal Thinking in Middle and High School Students IV: Three Years after a Two-Year Intervention.
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            – TitleFull: Journal of Research in Science Teaching
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