Notetakers showed superior posttest recall, and notetaking without test instructions yielded the best group performance. (RC)

Teachers and students were found to use verbal interruptions differently. The amount of time used by students initiating talk before interruption was also found to be different between students. (RC)

Significantly more positive attitudes were found in teachers who engaged in group discussion both towards items discussed and those not discussed. (RC)

According to the subscale of the Coopersmith Inventory specifically related to school self-esteem, college students with low self-esteem (1) say less in class, (2) contribute a smaller portion of their thoughts to class discussion, and (3) sit farther back in the classroom than the students with high self-esteem. (RC)

The findings of this study showed that a certain type of teacher had a significantly greater impact on the task orientation of one type of student than another. (RC)

The ascribed social role of a speaker and his ascribed experience with drugs contributed to significant differences in student recall of drug information. Sex of the respondent was found to have a significant effect on students' scores on the Drug Opinion and Attitudes Test. (RC)

Teachers' levels of Inferred Self Concept were related positively to students' cognitive growth for four of five subtests given the students. (RC)

Examines the possible effects of four important school variables on the cognitive preference styles of students. The variables are the school environment, the attitude of the teachers toward an inquiry oriented approach, the nature of the curriculum and that of the subject matter. (Author/DEP)

Examines the learning environment and the intellectual variables of grade 8 and 11 classes from rural and urban settings representing mathematics, science, social studies, and English courses. (Author/DEP)

This article is a critical rejoinder on the research and statistical methodology used to reach the findings stated in TM 501 919. (DEP)

The authors of TM 501 919 have replied to the critiques raised in the article TM 501 920. The authors give the reasoning behind the statistical methodology used for their findings in TM 501 919. (DEP)

Investigates a wide array of achievement related attitudes and behaviors of male and female law school students. Also attempts to determine the differences in orientations, expectations and job choices that exist between the sexes and how these differences can be explained by fear of success factor. (Author/DEP)

Artificial data were used to assess the correlation between several estimates of average student change in various schools and the true impact of those schools on the academic achievement of the student. (Author/DEP)

Investigates the possible use of grade point average as a criterion of educational performance. Results show that the current system of grades could be considered singular for most predictive purposes. (Author/DEP)