This article reports an exploratory study of 12 instructionally effective school districts which were identified on the basis of high student achievement. Seventeen characteristic themes were identified and are discussed, including curricular and instructional characteristics and organizational dynamics. (JL)

This study evaluated the quality of educational research articles published in 1983. One hundred seventy-eight judges randomly selected from Division D of the American Educational Research Association evaluated 128 articles from 38 journals. Methodology and results are discussed and analyzed. (Author/JL)

Based on the assumption that the process of supervising counselors-in-training is analogous to supervising student teachers, the research on each is reviewed. Research on counselor training is found to be more cohesive and coherent, and a collaborative research agenda, combining both areas of research, is recommended. (TJH)

To identify variables influencing the acquisition of teaching skills, 26 studies addressing the acquisition of the generic skill of questioning were synthesized through meta-analysis. The training variables considered include general effect, method, duration, number of sessions, experience and academic certification levels of trainees, and…

A meta-analysis of the results of 562 studies illustrates the nature, effect, and treatment of academic test anxiety (TA). TA correlated inversely to students' self-esteem and directly to their fears of negative evaluation, defensiveness, and other forms of anxiety. Ability, gender, and school grade level also affect TA. (TJH)

Fifty-three research studies on feedback timing and verbal learning underwent meta-analysis. Applied studies using actual classroom quizzes and real learning materials found immediate rather than delayed feedback to be more effective; experimental studies of acquisition of test content indicate the opposite. Laboratory studies of list learning…

Mathematics anxiety was measured in 40 first-year elementary school teachers (grades 2-5) and compared to teaching outcomes. From classroom observations, it was found that those with higher anxiety planned less math and taught non-math content more often, but ratings of the teachers' instructional performance did not differ. (SLD)

Focusing on the alternation of languages in a bilingual classroom, a conceptual framework is discussed that utilizes the teacher's communication competence. Language alternation on the part of the teacher and the student is an active process of negotiation, creating a high level of linguistic and social exchange. (SLD)

The connection between length of school day and time allocated to 10 school subjects and scores for grade 6 in reading, writing, and mathematics was studied for 1,030 schools in the 1982 California Assessment Program. More time for science and mathematics and a longer school day correlated with higher test scores in all subjects. (SLD)

Determinants of religious prejudice were studied using 101 first, third, and fifth graders from rural and non-rural areas. Awareness of religious differences and living in religiously homogeneous rural areas were directly related to the expression of religious prejudice. Implications for curriculum development are discussed. (SLD)

The effectiveness of a preschool peer-tutor to facilitate generalization of two preschoolers' performance on two academic tasks was evaluated. The peer-tutor apparently acted as a distracter rather than a facilitator; on some occasions time to complete a discrimination task was greatly lengthened by the presence of the peer-tutor. (SLD)

The involvement of 1,000 parents of gifted and talented children in the educational system was studied in New York and Cleveland. A questionnaire determined their involvement in 27 selected service, financial, and parent education practices. Contrary to some expectations, these parents were not very involved in school activities. (SLD)

Using the 1980 High School and Beyond (HSB) data set, the educational aspirations of Hispanic parents for their children in high school were examined. Hispanic parents had high aspirations for their children and wanted them to receive education beyond high school. Aspiration levels were comparable to those of American parents in general. (SLD)

Increasing the amount of time students spend in school does not necessarily improve learning. Article questions the quality and organization of classroom instruction, suggesting that these should be evaluated first. (RB)

Study compared two groups of preservice teacher candidates. One group enrolled in a mainstreaming course and the other did not. Tested candidate's attitudes toward special needs children and classroom management. (RB)