The amount of conceptual convergence for concepts of nine objects in elementary school children was investigated. Findings revealed substantial convergence on core meanings within and among age groups, and a steady expansion of meaning with age and experience, especially between grades one and three. (Author/MH)

Six factors which influence carryover of innovative teaching methods (learned in teacher education programs) to elementary schools were studied. Lack of college instruction in organizing and managing the classroom for small group and individualized mathematics instruction was the main reason for not implementing the innovations learned in college…

Relationships among self-concept, educational attitudes, and the performance of 5l elementary school student teachers were explored. Results indicated student teacher competencies were related to educational attitudes and self-concept operating jointly. Variance in student teacher performance was significantly affected by the addition of…

Vocal cues which were inconsistent with verbal messages and their effects on teacher credibility were examined. Results suggested that teacher credibility was at least partially dependent upon the degree of verbal vocal consistency in teachers' messages. (Author/MH)

This experiment examines the impact of a higher-order question teaching strategy on student process (classroom behaviors) and product (achievement and attitude) variables. Results generally show some impact on student process variables but little positive impact on student product variables. (Author/JMF)

Results indicate that exposure to individualized instruction had a favorable impact on attitudes of fifth-, sixth-, and seventh-grade pupils. (JMF)

Results of this study indicate that male teachers had no significant effect upon the academic achievement of father-absent sixth-grade boys. (JMF)

College students taught a lesson on number theory in a "clear" manner learned more than those taught in an "unclear" or imprecise manner by the same teacher. (Ed.)

Short, sight-word vocabulary lists derived from the spontaneous speech of four different groups of children are compared with the vocabulary in six beginning reading series. Very high levels of agreement were found for function, but not for content, words. (JMF)

This article reports the relationship between children's social desirability response tendencies and their withdrawal from classroom achievement situations by investigating the effects of the child's expectations of peer response. (JMF)

This investigation compared the reading comprehension of 60 fourth-grade students in an open space school during periods of quiet and periods of naturally occurring background noise. Noise had no significant effect on accuracy or reading speed. (JMF)

The study presents an investigation of the association between freshman year voluntary persistence/withdrawal decisions and different types of student-faculty informal contact beyond the classroom. (JMF)

This study examines the "Student Observation of Teachers and Teaching Techniques" (StOTT) instrument. Results do not support usage of the StOTT by administrators as a teacher evaluation device. (JMF)

This study investigates performance differences between reflective and impulsive subjects on a recognition memory task. Results indicate that verbal recognition memory is sensitive to both cognitive style and presentation mode. (JMF)

Statistical analysis indicates that a note-taking group performed significantly better overall than a no-notes group on both an immediate and a delayed quiz although both groups showed a significant decline in performance in the latter quiz. (JMF)