Noun-pair learning in twelfth graders was assessed as a function of ethnicity, I.Q., and instructional conditions. Learners instructed to generate sentences performed better than control group learners. The relationship between instructional conditions and I.Q. was significant, but ethnicity was not. Spontaneous elaboration is discussed as a…

Eight teaching treatments which varied structuring, soliciting and reacting behaviors were utilized in ecology lessons for 399 sixth-grade students. Analysis of multiple choice, attitude and perception of teaching variables showed aptitudes to be major predictors of teacher, treatment and aptitude-treatment interaction effects. Changes are…

Teachers rated the behavior of 205 3rd- and 4th-grade children on a 30-item scale. Correlations of factor scores with measures of academic achievement, creativity, inquiry skill, and various orientations, motives, attitudes, and values were investigated. Correlations suggest that teachers can validly discriminate between perseverant and…

To examine the conferring of distinguished teaching awards, 2,900 statements were gathered from students and faculty for award nominees in 35 categories. The attributes of superior teachers included teaching techniques such as command of subject matter, concern for students, and techniques for conveying competence and conscientiousness.…

Nominations made by graduating seniors for most and least outstanding instructors were compared with university-wide instructional evaluations adopted the following year. The findings offer support for the validity of students' evaluations because the distinction between instructors nominated most outstanding and least outstanding by graduating…

Students viewed lectures varying in amount of substantive content and expressiveness of presentation. Subsequent achievement tests and ratings of lecture effectiveness revealed that high achievement level was associated with high content coverage and expressiveness. Sensitivity of ratings to content coverage and achievement did not improve after a…

The author contends that student evaluations of faculty should be adjusted before use in tenure, salary, and promotion decisions to eliminate irrelevant course and teacher attributes which color students' opinions and confound analysis. To eliminate possible bias, a multiple regression analysis procedure for the adjustment of student evaluations…

Elaboration and overt rehearsal are compared as instructional paradigms for memory retention. Superior long-term retention was produced in the elaboration condition when the initial acquisition effects were statistically removed. Short-term data suggest acquisition was complexly affected by experimental condition, I.Q., and task. Elaboration…

Fourth-grade control students were given a multiple-choice problem involving conservation of weight. Experimental group subjects were given a fictitious choice response distribution with conflicting reasons. Curiosity for confirmation, progress in generalizing the principle of conservation, and positive correlation between curiosity and progress…

The effects of variance heterogeneity on the empirical probability of a Type I error for the analysis of variance (ANOVA) F-test are examined. The rate of Type I error varies as a function of the degree of variance heterogeneity, and the ANOVA F-test is not always robust to variance heterogeneity when sample sizes are equal. (Author/JAC)

Inherent differences between the legal-adversary process and empirical social science research are damaging to the growth of social science and to its usefulness in court. Changes are suggested which would increase the value of social science findings in court decision making. (Author/GDC)

The literature on the use of student ratings of teachers is reviewed, and the empirical, discriminant, and content validity of the ratings are discussed. Since findings regarding validity conflict, teacher rating forms should be used with caution. Suggestions for improved use are included. (GDC)

The effectiveness of six years of nongraded and graded elementary schooling was studied in seventh-grade students at four intelligence levels. All pupils profited equally cognitively. Pupils with lower IQ's benefitted affectively from nongraded schooling, while higher-IQ pupils profited from graded schooling. All pupils experienced affective…

Performance on high and low level objective test items were compared for two groups of business writing students. Students in individualized classes with one teacher for 50 students did as well on high level tasks as did students in traditional classes with one teacher for 25 students. (Author/GDC)

The effectiveness of a minicourse designed to improve the questioning skills of student teachers in grades 4-6 was investigated. Microteaching experience and supervisory feedback on student teaching behavior were provided for the experimental group, who made more significant gains in effective teaching behavior than the control group. (GDC)