Time allocated for social studies instruction showed a very slight correlation with fifth graders' achievement in that subject, suggesting that "allotted time" should be carefully qualified when used as a variable in assessing instruction. (Editor)

The purposes of higher education are considered in this brief statement of opinion. (JKS)

Issues related to the establishment and operation of women's centers in institutions of postsecondary education are examined. The focus of this literature review is the mature, returning female student. (JKS)

The moral reasoning of teachers enrolled in education courses was examined through an administration of the Defining Issues Test. Teachers were found to be at a generally comparable level to most other adults, but below many college graduates. (JKS)

The use of standardized test scores to exempt students from college courses was investigated using the General Psychology Exam of the College Level Examination Program. Results questioned the ability of instructors to assess its utility. (JKS)

Differences between signed and anonymous student evaluations of high school student teachers were investigated. Signed evaluations produced higher ratings. (JKS)

A technique for observing reading behavior called the disruptive effect is presented. The technique involves interspersing unusual words or pseudo-words into a text and observing errors made during oral reading. Results of research on the technique are presented. (JKS)

The long term effects of the Individually Guided Education (IGE) program on elementary school grade equivalent reading achievement scores were investigated using cohort analysis in four elementary schools. Results indicated that local attributes affected reading scores more than the IGE program. (JKS)

Guttman's mapping sentence technique is examined as a mechanism for defining domains of cognitive behavior and for generating test items to measure achievement in those domains. The utility of the mechanism as compared to alternatives is discussed. (Author/JKS)

Seven success patterns and five nonsuccess patterns are identified as prevalent types of undergraduate performance. Students showed significant differences in demographic characteristics, admission credentials, college performance, and post-college plans. Results indicated that colleges should offer many subenvironments, each emphasizing and…

Seven methods were used to measure the self-acceptance, self-description, and acceptance of others in 137 people ranging in age from 14 to 82. Results indicated that self-acceptance and self-description could not be clearly distinguished. (MH)

Effects of cooperative, individualistic, and laissez-faire goal structures were compared on interpersonal interaction between nonhandicapped junior high school students and high trainable mentally retarded peers. More positive interactions took place between the nonhandicapped and handicapped students in the cooperative condition than in the other…

Data were collected in 51 desegregated high schools, to determine what school practices improved racial attitudes and behaviors. Results indicated that programs involving cooperative interaction among students of different races were most likely to lead to positive race relations. (Author/MH)

Artificial cumulative folders were constructed for eight fourth grade boys and examined by teachers. Each folder contained varied information on previous misbehavior, race, and parents' educational attainment. Results showed that teachers were most influenced by comments concerning behavior when judging whether the student needed special…

Teachers' perceptions of personal classroom control with high- and low-ability students were examined, using five hypothetical classroom contexts. Results indicated that high ability students were perceived as more controllable than low-ability students, and teacher-initiated interactions as providing more control than student-initiated…