This procedure for measuring the learning of fifth- and sixth-grade students stressed each child's progress in relation to self as well as to position in the class. (MM)

While evaluation condition (teacher, self, peer-comparison) on anagram task performance and continuing motivation (CM) among Iranian fifth graders appeared to make little difference in the case of performance, its effect on CM was significant--results were remarkably similar to those obtained with U.S. samples. (RC)

Subjects were classified as external or internal. About half of the externals (internals) were given a traditional method of instruction. The remaining subjects were involved in a contract grading plan. Using an achievement posttest, a strong disordinal interaction was found, with internals performing better under the contract grading plan and…

The performance of fifth and sixth grade Anglos and minorities were compared working in small interdependent learning groups or in traditional, teacher-focused classrooms. A covariance analysis indicated that Anglos perform equally well in both groups. Minorities performed significantly better in interdependent classes than in traditional classes.…

Using critical incidents, faculty ratings of graduate student performance in departments of chemistry, English, and psychology were collected. Separate factor analyses in each field produced eight fairly consistent factors with respect to item loadings across fields. Faculty ratings of each incident with respect to its importance for success were…

Inequalities in schooling may be seen in relation to two types of educational outcomes: quality and quantity (or achievement and attainment). The qualitative dimension, a major concern of Coleman, Campbell, Hobson, McPartland, Mood, Weinfeld, and York are considered first, followed by the Blau-Duncan and Wisconsin studies of years of schooling…

The review indicates that refined measures of the family environment and the use of complex statistical models increase the understanding of the relationships between socioeconomic status, sibling variables, family environment, and cognitive development. (RC)

Reinterpretation of much of the teacher expectancy research indicates the existence of competing linkages (current student achievement influences teacher behavior and teacher expectancy) rather than expectancy linkages (teacher expectancy influences student achievement). (Author/RC)

This review is divided into four categories which reflect different uses of self-control procedures in classroom research: (1) application of various components of self-control as an intervention procedure; (2) use of self-control procedures to maintain behavior already under the control of systematic reinforcement procedures; (3) evaluation of…

A plausible set of concepts useful for theory, research, development, and evaluation concerned with content sequencing is explicated. These concepts provide a framework for discussing sequencing alternatives and their implications. (Author/RC)

Research from four subareas of prose learning (advance organizers, response modes, objectives, and inserted questions) is considered and weaknesses in the studies conducted are noted. Suggestions are advanced as to how researchers might profitably spend their energies in the future. (RC)

Evidence is gathered on the generalizability of measures of teacher behavior to help resolve the issue of whether the absence of clear, replicable relationships between teacher behavior and student outcomes was due to measurement problems or problems in conceptualization. Generalizability theory seemed particularly well suited but problems in…

Discusses the fact that American higher education is an elitist system based on hierarchical selective admissions. (MLH)

Discusses some of higher education's efforts to organize instructional resources to support, facilitate, and improve faculty teaching. Describes one program with four functions: examination services, placement and proficiency assessment, course and instructor evaluation, and instructional research. (MLH)

Discusses educational methods that increase the engineering student's awareness of social problems and culture; includes individualized programs, staff training, non-traditional instructional approaches, and humanizing educational environment. (MLH)