Two types of questions were inserted in reading material either before or after certain text segments to see how they affected learning. (MM)

Performance of college students receiving individualized instruction was compared with that of students exposed to a traditional teaching format of lectures and examinations. (GW)

Testing indicated that college students could predict their own academic achievement with accuracy equivalent to that achieved with other predictor variables such as grade point averages. (GW)

Research validated a prediction, based on Fiedler's contingency model of leadership, that the most effective teaching style varies according to the favorableness of the situation for teaching. (GW)

Reported is a study comparing black and white teachers' perceptions of eight factors that comprise the organizational climate in recently desegregated schools. (GW)

Reported is a study exploring the hypothesis that gains in reading achievement result when teachers assess the students and predict improvements in reading ability. (GW)

Tests were administered to obtain comparative data on the contentive verbal language of three-, four-, and five-year-old black children. (GW)

The article treats two central doctrines of behaviorism, namely, peripheralism and associationism, as doctrines which place semantic and syntactical constraints on acceptable language for the discussion of human beings, and assesses the consequences of these doctrines for the description of educational goals and methods. (Author)

Nine stages in the validation of a learning hierarchy are described. The stages are an amendment to previous methods of validation. Gagne's postulate that generalized intellectual skills are learned hierarchially while specific individual facts, termed verbalized knowledge, are not supported. (Author/RC)

It is concluded that teacher academic expectancies for children entering school are influenced strongly by test scores and classroom behavior, and that such effects may be either realistic or prejudiced. (Author/MLP)

This article introduces three reviews of the book, Inequality: A Reassessment of the Effect of Family and Schooling in America by Christopher Jencks et al. Following the reviews are comments by Christopher Jencks. For related articles see TM 501 197-200. (MLP)

The portions of Inequality: A Reassessment of the Effect of Family and Schooling in America (Jencks, et al 1972) concerned with inequality in cognitive skills and estimating the heritability of IQ scores are reviewed. For related articles see TM 501 196-200. (MLP)

Portions of Inequality: A Reassessment of the Effects of Family and Schooling in America (Jencks et al 1972) are reviewed. For related articles see TM 501 196-200. (MLP)

Portions of Inequality: A Reassessment of the Effects of Family and Schooling in America (Jencks et al 1972) are reviewed. For related articles see TM 501 196-200. (MLP)

The principal author of Inequality: A Reassessment of the Effects of Family and Schooling in America (1972) comments on three reviews of the book. For related articles see TM 501 196-199. (MLP)