Learning Strategies: A Theoretical Perspective11This research was supported by ONR contract number N00014-76-C-0838, and by ARPA order number 2284. The support and encouragement of Harold F. O'Neil, Jr., Cybernetics Technology Office, ARPA; and of Marshall Farr and Henry Halff, Personnel and Training Research Programs, ONR, is gratefully acknowledged. Views and conclusions contained in this document are those of the author and should not be interpreted as necessarily representing the official policies, either expressed or implied, of the Defense Advanced Research Projects Agency or of the United States Government.

1978 ◽  
pp. 165-205 ◽  
Author(s):  
JOSEPH W. RIGNEY
Keyword(s):  
United States ◽  
Learning Strategies ◽  
The United States ◽  
United States Government ◽  
Order Number ◽  
Research Projects ◽  
Research Programs ◽  
States Government ◽  
Training Research ◽  
And Training

scholarly journals Assessing Student Learning Outcomes in United States Government Courses

2010 ◽  
Vol 43 (01) ◽  
pp. 127-131 ◽  
Author(s):  
Leonard Champney ◽  
Paul Edleman
Keyword(s):  
United States ◽  
Political Science ◽  
Student Learning Outcomes ◽  
The United States ◽  
United States Government ◽  
Science Majors ◽  
Student Knowledge ◽  
States Government ◽  
Current Events ◽  
Males And Females

AbstractThis study employs the Solomon Four-Group Design to measure student knowledge of the United States government and student knowledge of current events at the beginning of a U.S. government course and at the end. In both areas, knowledge improves significantly. Regarding knowledge of the U.S. government, both males and females improve at similar rates, those with higher and lower GPAs improve at similar rates, and political science majors improve at similar rates to non-majors. Regarding current events, males and females improve at similar rates. However, those with higher GPAs and political science majors improve more than others.

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