Predicting Learning from Classroom Individualization and Actual-Preferred Congruence.

Rentoul, A. John; Fraser, Barry J.

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Peer reviewed

ERIC Number: EJ241547

Record Type: Journal

Publication Date: 1980

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Predicting Learning from Classroom Individualization and Actual-Preferred Congruence.

Rentoul, A. John; Fraser, Barry J.

Studies in Educational Evaluation, v6 n3 p265-77 1980

An exploratory study involving the use of the Individualized Classroom Environment Questionnaire (ICEQ) in relating learning outcomes to student perceptions of classroom individualization and actual-preferred congruence is reported. Findings suggest actual-preferred interaction was important in predicting cognitive outcomes. (Author/RL)

Descriptors: Attitude Measures, Classroom Environment, Educational Objectives, Individualized Instruction, Junior High Schools, Measurement Techniques, Predictive Validity, Student Attitudes

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

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Authoring Institution: N/A

Grant or Contract Numbers: N/A