Abstracts - Earli

up from r = .54 (structure) over r = .59 (classroom management) to r = .72 (motivational quality)and r = .72 (application of programs’ principles). Correlations between instructional quality andlearning gains from pre- to follow-up test remain about the same, indicating a strong long-termimpact of teaching behaviour. Findings prove that explicit, structured instruction is beneficial forteaching reading strategies to students with reading disabilities. Moreover, high motivationalquality and frequent application of programs’ principles seem to be necessary conditions for asuccessful implementation of strategy-oriented reading programs.Are guided cognition learning advantages the result of novelty?William B. Whitten II, Fordham University, USAMitchell Rabinowitz, Fordham University, USASandra E. Whitten, Fordham University, USAOur focus is on learning in unsupervised environments (represented by most homework). GuidedCognition structures study tasks to guide the learner to engage in specific, observable cognitiveevents. These events are hypothesized to elicit underlying theoretical cognitive processes that havebeen shown to improve learning. Initial Guided Cognition experiments found performance on anunexpected, three-day delayed quiz to be 21 and 18 percentage points better after GuidedCognition (GC) homework than after Traditional (T) homework, for average and advancedEnglish literature students, respectively (Whitten, Whitten, & Rabinowitz, 2006). Subsequentexperiments determined this advantage was due neither to differences in time spent on the twoforms of homework, nor to teaching that preceded the homework (Whitten, W. B., II, RabinowitzM., and Whitten, S. E., 2006a, 2006b). The current experiments were performed to determinewhether the Guided Cognition learning advantage was durable, or whether it was due to noveltyand would fade with repeated exposure. Average and advanced ability high school Englishliterature students read Shakespeare’s Macbeth. Five T homework questions and fivecorresponding GC homework questions were prepared for each of Acts III and IV. The cognitiveevents used in the GC homework questions were: relate to prior experience; illustrate visually;consider divergent answers; role play; conceptualize, theorize, and brainstorm. A quiz wasconstructed to test the Act III and IV content and was given without prior announcement after athree-day delay. Results of average and advanced ability students showed a consistent advantagefor Guided Cognition after repeated exposure, thus ruling out an explanation that the effect is dueto novelty. These results imply that Guided Cognition can be used frequently without loss ofeffectiveness.„I trust you vs. we trust each other”. The nature of trust at multiple levels of analysis and itsimpact on innovative behavior and job satisfaction.Nienke M. Moolenaar, University of Amsterdam, NetherlandsPeter J.C. Sleegers, University of Amsterdam, NetherlandsSjoerd Karsten, University of Amsterdam, NetherlandsIn educational research, multilevel questions are nowadays addressed by a wide array of statisticalmultilevel techniques. However, theories on the multilevel nature of educational concepts havereceived little attention. Recent literature shows that the nature of multilevel variables can differacross levels of analysis. The aim of this study was to examine the validity of the concept ofteacher trust at multiple levels of analysis, and to test a conceptual framework of the impact ofteacher trust on innovative behavior and job satisfaction across levels. First, we show that theconcept of teacher trust differs across levels (individual versus team trust). Second, a comparisonof individual level relationships between trust, innovative behavior and job satisfaction with– 831 –