The cognitive profile is a basic determinant of a student's level of academic achievement and can identify learning defects contributing to low achievement. (Author/JD)

Validation of a scale measuring preservice and inservice teacher attitudes toward mainstreaming is discussed. (JD)

Teachers may be relieved by time burdens of grading every essay, and students may receive a positive instructional influence, through the use of peer editing of student papers. (JD)

Grades generated by self-evaluation of performance were often more generous than those generated by instructor evaluation. (JD)

The effectiveness of competition as a motivational tool for enhancing classroom performance appears to be mediated by individual differences in cognitive style. (JD)

In this investigation, underlined words in a text were recalled both immediately and in the long term significantly better by students who had studied the text, and this result was not obtained at the expense of other items of information in the text. (JD)

Four forms of an achievement test were administered to fourth graders using two item orders and two response locations. While performance differences were noted between sexes in speed tests, handedness was not a significant factor; easy-to-difficult question order produced higher scores. (JD)

Student mood proved to have little relationship to evaluating teachers. (JD)

The choice of a particular reading comprehension passage and testing procedure, whether in research or practice, does not allow generalization to other operational definitions of reading comprehension, suggesting serious limitations in most contemporary reading comprehension research and testing. (JD)

The Bannatyne classification system for differentiating among learning disabled, educable mentally retarded, and emotionally disturbed students is discussed. (JD)

Studies relating time (in four ranges--years, days, hours, and minutes) to educational outcomes are reviewed. The need to include time as one factor in a theory of educational productivity is discussed. (Author/JD)

An investigation of the relationships among teacher locus of control, teacher behavior, student behavior, and student academic achievement revealed that teachers with internal locus of control tended to have higher achieving classes, although the relationships among the variables are not clear-cut. (CJ)

A comparison of the difficulty in underlying structure of basal reading texts with the difficulty in surface structure raises questions on the validity of the Fry Readability Formula and other traditional readability formulas. (CJ)

The perceptions of Black and of White students toward each other in team-organized and traditionally organized schools were compared. Although Whites appear to have more negative perceptions of Blacks than Blacks of Whites, closer contacts of Whites with Blacks in the team-organized schools improve perceptions. (CJ)

In a study of the effects of the classroom and home environments on reading achievement, it was found that increasing parent-teacher contacts worked effectively to increase achievement in younger children. However, increasing parent-teacher contacts had an opposite effect on older students. (CJ)