Male and female junior high school students were administered the recently published Computer Aptitude, Literacy, and Interest Profile, and their composite scores were compared to cumulative mathematics subscales of the Stanford Achievement Test, Advanced Form E. Results showed that mathematics achievement was significantly associated with…

The research results indicate that, although sex differences in mathematical abilities are not pronounced before high school, for some reason by the end of that period boys do better than girls in mathematical computation and problem solving. Environmental and biological explanations, intervention strategies and further research needs are…

This study examines the issue of job satisfaction of college faculty from the perspective of Herzberg's "two-factor" theory and assesses the utility of the theory. Data from 1,089 full-time faculty in 20 college and university campuses supports that "intrinsic" factors contribute primarily to job satisfaction. (Author/LMO)

This study examines the degree, the style, and the importance of participative linkage between central, region, and school offices in carrying out management of a large urban school district. A systems approach for implementation of a districtwide testing program was chosen as the framework of the research. (Author/LMO)

This study investigated changing patterns of child rearing in Saudi Arabia, using a sample of 62 older generation mothers and their daughters who were themselves mothers. Findings showed social and cultural changes reflected in the transition from the extended to the nuclear family and in the increase in educated mothers. (Author/LMO)

This paper examines reports of empirical research on Feuerstein's "Instrumental Enrichment" (FIE) as a method of teaching thinking skills and asks what can be concluded from these reports with regard to: (1) the nature and statistical reliability observed FIE effects and (2) the "amount" of FIE for effects to appear. (Author/LMO)

This article examines current thinking about learning within the framework of cognitive psychology and how a new, cognitive conception of learning can guide future research on both learning and instruction. Similarities and differences between behavioral and cognitive conceptions of learning are discussed. (Author/LMO)

This paper reviews instructional theory and research relating to three design criteria: (1) the order of presentation of instruction (sequencing); (2) the kinds of content relationships that should be taught; and (3) the way content relationships should be taught (synthesis). Also research on the relations between sequencing and synthesis is…

Theoretical views regarding the cognitive processes of summarization are reviewed and some of the specific cognitive operations involved in summarization are considered. It is argued that the cognitive demands of summarization are dependent upon the qualities of the text to be summarized. (Author/LMO)

The purposes of this paper are: (1) to review some of the major studies of applications of item response theory (IRT) methodology to test equating and synthesize their results; (2) to discuss what questions are as yet unanswered and what problems exist with research methodology; and (3) to provide direction for future research. (Author/LMO)

This paper analyzes: (1) the task of learning to read, in the context of cognitive and linguistic tools a child has at his/her disposal; (2) how these tools change with further development and experience; and (3) how teachers can foster this development and growth. Eight research-based recommendations for classroom teaching are given. (PP)

Observers identified four types of behavior in junior high school students: good, outgoing, rebellious, and withdrawn. Results were compared with behavior patterns found in first-grade students, and similar findings emerged. Questions are raised about how student roles are established and whether teaching affects them. (Authors/PP)

A group-based, teacher-paced mastery learning format was used to instruct students in two sections of an undergraduate course on teaching mainstreamed handicapped children. Students in these sections displayed greater achievement and higher motivation, measured by their number of absences, than did students taught the course by more conventional…

Differences in attitudes toward algebra and general mathematics among ninth-grade students were measured to determine both individual personality variables and attitudes toward the learning environment. Students in the upper and lower tracks shared many personal attitudes, but differed in their views of classroom adequacy. (Authors/PP)

A measure was developed to assess kindergarten children's interest in reading, and information about their home and school environments was collected. High-reading-interest children were read to more frequently, watched less television, and had more books at home. School factors are also discussed. (Author/PP)