Ten fourth and fifth grade teachers, after two training workshops, led discussions of critical thinking with groups of six children from their own classes. Audiotape analysis revealed differences in teacher and pupil participation before and after the training. Results and implications for teaching thinking skills are presented. (Author/MT)

This study describes the synthesis of the cloze technique with story-mapping techniques resulting in the Cloze Story Map (CSM) and tests the immediate and long-term usefulness of CSM with both expository and narrative texts. Results are discussed. (Author/MT)

The SCORER learning-strategies approach was used to teach 28 middle school students how to take tests. SCORER refers to Schedule, Clue, Omit, Read, Estimate, Review. Benefit of instruction was measured in terms of near and far generalization. Results are discussed and recommendations are made. (Author/MT)

An interest inventory was administered to 99 fourth-graders and used to personalize a pool of word problems previously selected by experts. Subjects were then administered tests with standard and personalized problems. Results indicated that personalization improved performance in selecting the correct process but not in computation of correct…

Over 4,000 fifth graders were involved in a study to determine the effect of teacher oral reading of test items on good and poor readers. The findings suggested that having teachers read test items aloud during standardized tests yielded higher scores for both groups than having students read for themselves. (Author/MT)

The effects of school entrance age on school performance and adjustment were examined by comparing six groups, each representing two months of the year. While there were age group differences in the entry year, there were none in subsequent years. (Author/MT)

This study investigated the reliability, validity, and utility of three measures of letter-formation quality of handwriting samples from third and fifth-grade students. Findings are discussed with respect to criteria for validating an assessment instrument. (Author/MT)

Investigates two methods of assessing social interactions among different ethnic groups: sociometric testing and protracted ethnographic observation. Highlights inherent limitations of sociometric testing and points to those aspects of inter-pupil contact that are likely to form the basis of teacher's perceptions of students' friendship choices.…

Reports a re-analysis of mathematics achievement data on 28,274 elementary students in twelve countries. Results corroborate recent studies of productive factors in academic learning. Among directly alterable variables, the amount and quality of instruction, including homework, most strongly influence achievement. (Author/JDH)

Maintains that simple squaring of the correlation coefficient between two variables to obtain "the degree to which the variance of one is explained by the other" is often misleading, represents "vulgarized knowledge," and obscures more meaningful relationships between variables. Illustrates this point with scatter-plot diagrams and references to…

Presents the results of a three-year study designed to improve reading achievement through the use of an organized parent and teacher "comment card" program which encouraged parents to listen to and evaluate their children's reading and encouraged written dialogue between parents and teachers. Provides an sample of the card form used and typical…

Presents the results of a questionnaire (included) study (n=757) of mature students pursuing higher education in the United Kingdom. Included are data on age distribution, gender, employment, family size, marital status, academic qualifications, reasons for entering higher education, reasons for selecting their field of study, and information on…

The relationships between two curriculum variables (graduation requirements and course offerings in various subject areas) on performance on the Scholastic Aptitude Test (SAT) were studied among students in 150 comprehensive high schools. Results indicated that neither graduation requirements nor the number of course offerings bore a statistically…

The preferred and actual classroom learning environment of 1,675 students from New South Wales, Australia were investigated. Three distinct types of schools were identified--self survival, indifferent, and cooperative and motivated. Four preferred environment types were identified--peer conflict, individualization; teacher-managed structure, and…

The role of cognitive style in academic counseling was examined in 427 female teacher education majors by investigation of field dependence among the students in different areas of specialization. Results supported the contention that field dependence is related to choice of area of specialization in a manner consistent with field dependence…