A clock-light cuing device was successfully used in classrooms to control disruptive student behavior. Students were made aware of inappropriate behavior (which caused the light to be turned off) and of the time lost until the behavior was verbally identified and corrected. An accumulation of a specified amount of time in which the light was on…

From observations of good and poor readers, it is concluded that on-task behavior is not significantly affected by whether reading is independent or teacher-directed. Good readers appear to spend significantly more time on task in contextual reading than do poor readers. (CJ)

In a comparison of good and low-average ability readers and five levels of prereading aids, it was revealed that good sixth grade readers understood reading passages best when no adjunct aids were given. (CJ)

Because other instruments designed to test elementary school teachers' reading knowledge competencies were faulty in various aspects, a new instrument that overcomes drawbacks in questionable validity, test content, and norms was developed. (CJ)

Miscue analysis patterns of second, fourth, and sixth grade students of high and low reading ability show that miscues acceptable in context increase by grade level and ability. (CJ)

A meta-analysis integrated the research results and findings of 93 empirical studies concerned with the use of simulation for instructional purposes. The analysis revealed that simulation is only more effective than the lecture method for attitude formation and that the simulation characteristics and duration are important variables. (CJ)

A preview of statistical data from previous studies determined the benefits of positive reinforcement on learning in students from kindergarten through college. Results indicate that differences between reinforced and control groups are greater for girls and for students from special schools and that reinforcement appears to have a strong effect…

Using a method of cluster analysis, patterns of social integration behavior in a multiracial high school and the success of a program of integration were examined. The study attempted to relate the success or failure of an integration program to the degree to which individual students were integrated into the social scene. (JN)

A study examined the effects of open and traditional classes on the academic attainment of elementary school students of different socioeconomic backgrounds in Israel. No evidence was found to support the hypothesis that students from upper socioeconomic classes benefited more from learning in an open classroom than students from lower…

A study attempted to discover the quality of multicultural instruction received by students in a preservice teacher education program. Results showed that the content of the instruction focused primarily on bias in instructional materials and secondarily on racism in schools and society. (JN)

A strategy was devised for integrating the learning of educational psychology through exposure to actual classroom experiences. Results indicate that the superiority of the experimental strategy is due to: (1) encouraging students to think about concepts over time; (2) orienting students to identify classroom applications; and (3) integrating the…

The relationship of Bannatyne's Wechsler Intelligence Scale for Children-Revised (WISC-R) recategorized factor profiles to reading was analyzed. Subjects were grouped by reading achievement, age, and intelligence quotient. The relationship of spatial, conceptual, and sequential factors to reading achievement was explored, and the factor profiles…

A study focused on the effect of students' expectations for achievement in mathematics on actual achievement. The relationship of a variety of daily experiences to achievement was examined. Results indicate that student expectations relate to subsequent achievement and that no significant relationship between achievement and expectations based on…

The effects of a modified mastery learning system on achievement in an individualized high school physical science course are examined. Results indicate that a medium performance standard was superior to both high and low standards for promoting achievement in both difficult and easily learned materials. (JN)

The effects of behavioral modification strategies in pretraining subjects was contrasted with no pretraining in notetaking systems. Test mode expectation was a second variable measured. Analyses of variance on performance scores and scores reflecting the efficiency of notes showed several significant interactions between the two independent…