Qualities needed in the future-oriented person include skills in deciding, becoming involved, and peopling, or reaching out to others in time and space. Procedures for developing these future-oriented qualities in educational settings are presented. Learning environments that will facilitate achievement of these curricular goals are described.…

Certain forces affecting education today may have greater impact during the next 100 or more years. One of these forces--behavior modification is traced historically to the year 2584 A.D. Resultant changes in teacher-student relationships, technology use, management systems and other components of education are examined in this scenario. (Author)

The study compared various methods of identifying teaching factors and found substantive similarity of the dimensions defined from student's implicit theories and various types of correlational data. Results are interpreted both with respect to the rating process and to the nature of the factors identified in previous student ratings research.…

Findings are interpreted to support the hypothesis that the subjective probability induced by normative feedback mediates performance via an experimentally produced motive-like orientation. (Author/RC)

The visual behavior of teacher-pupil pairs during a cooperative learning task is studied by describing teacher-pupil visual behavior; checking whether cultural variations in gaze or differences attributable to sex could be observed; checking whether variations in gaze were a function of linguistic competence, rather than cultural mores; and…

Handwriting quality is one of the non-content factors which may influence a teacher's evaluation of children. Papers with better handwriting consistently received higher scores than did those with poor handwriting regardless of the quality of content. (RC)

Classes of students whose teachers utilized various teaching models in differing proportions differed in self-concept of academic ability but not in attitude toward the teacher. Teachers who used positive reinforcers abundantly and/or information processing models were associated with higher student self-concept of academic ability scores.…

A set of criteria was developed to assist users and developers of observation systems. Thirty-three criteria which observation systems should meet were identified and classified into three main types: identifying, validity, and practicality. (Author/DEP)

Argues that the Coleman results make a great deal more sense when the test score results are interpreted as reflecting aptitude instead of achievement. (Author/ROF)

Educational research articles published in 1971 are evaluated, replicating a 1962 AERA study. As in the earlier study, it was found that most published research was of mediocre quality. (Author/BJG)

Three conceptualizations of creativity, including a mental abilities approach, an ego-analytic levels analysis approach, and an attitudinal self-concept approach, were each translated into sets of self-statements which could be modeled and rehearsed. Subjects' self-reports indicated they felt more creative but this was not reflected in…