The Primary Grade Pupil Report was administered to 162 kindergarten through second-grade students, who rated their teachers according to whether their teacher was like the statement or not. Results indicated that this was a reliable rating form for children of this age. The 12-item scale is included. (GDC)

Meta analysis results were compared with a traditional review of bilingual education program effectiveness. When controlled for methodological inadequacies, participation in bilingual education programs consistently produced differences favoring bilingual education. The methodological inadequacies in the synthesized studies highlights the need for…

Fifty-five studies of a variety of education interventions designed to stimulate development in moral judgment, which used the Defining Issues Test, are reviewed. Results are discussed in terms of general treatment effects, program type, exposure to Kohlberg's Theory, subject age, and treatment duration. (Author/BS)

Literature on the relationship between sibling structure and academic abilities and achievement since 1978 is reviewed. As the findings generally refute the confluence model of the influence of sibling structure, alternative interpretations are presented with implications for further research. (Author/BS)

Research on the potential effects of different item arrangement schemes on item statistics is reviewed for three separate periods. Earliest studies investigated the simple main effect of item order on test performance. The late 1960s emphasized interactions between item order and examinees' characteristics. Current concern focuses on item…

A debate which is concerned with skill upgrading versus downgrading of occupations in the United States and relationships to schooling and vocational preparation is reviewed. The article summarizes major position, surveys the evidence on skill changes, and discusses research and policy implications for general and vocational education. (Author/DWH)

An evaluation of investigations on three group parent education programs indicated that certain changes in parental attitudes and/or child behavior were evident as a result of different educational approaches. These changes were not always consistent and often depended on the type of assessment and educational approach used. (Author/DWH)

This article considers relatively neglected resources for the "bootstrapping" of cognitive growth, including chance plus selection, the affective boosting of relevant schemas, the operation of innate biases, and use of spare mental capacity. Implications for educational research are illustrated with reference to recent work on the development of…

Studies in self-questioning designed to improve students' prose processing are reviewed in the context of three theoretical perspectives: active processing perspective, metacognitive theory, and schema theory. The effects of self-questioning training on students' prose processing seem successful. Constraints of content knowledge and metacognitive…

This study explores the relationship between Black English skills acquired outside school and figurative language comprehension in standard English. Path analysis confirmed the direct influence of "sounding" skill (a Black language ability) on figurative language, comprehension for Black youth. Only general verbal ability affected White students'…

Israeli elementary school teachers graded a handwritten worksheet allegedly written by an "excellent" or a "weak" student. This ability labeling caused a significant expectancy bias effect. The effects of teachers' ethnic origins, preferred teaching methods, teaching experience, and views on Israeli school integration on expectancy bias were also…

The effects of examiner unfamiliarity on the test performance of language handicapped and nonhandicapped preschoolers and school-age children are explored. Results indicate that examiner unfamiliarity selectively depresses handicapped children's test performance, constituting a systemic source of error and threatening the validity of handicapped…

Second graders were given training in monitoring the ability of strategies, the affective consequences of strategy use, or no strategy-monitoring training. When performing associative learning tasks under several instruction conditions, all training conditions produced short term effective strategy maintenance. However, only the strategy-utility…

Sixth graders at three reading ability levels were trained in the three types of question answer relationships: text explicit, text implicit, and script implicit. Repeated measures multivariate analyses of variance on two passages indicated that the training enhanced students' understanding of task demands of questions and their answer quality.…

The effects of two types of structured academic conflict, controversy and debate, were compared with individual study on a number of dependent variables. Sixth graders (n=72) were assigned conditions on a stratified random basis controlling for sex, reading ability, and handicapping conditions. Results indicated that controversy promoted the most…