Investigating student responses to a Classroom Behavior Survey, researchers were able to discriminate between high and low achievers in two courses of differing instructional design. Prediction of students' levels of achievement was based on student ratings of teacher behavior and teacher characteristics. Implications are presented for curriculum…

The role of apprehension in the writing competency and writing performance of 110 college undergraduates was investigated. The hypotheses stated that high apprehensives would perform differently than low apprehensives on standardized tests and on two essay tests. The hypothesis for writing performance on standardized tests was confirmed, but the…

A study was done in which preservice education teachers were randomly assigned to a group approach to human relations training, a traditional approach, or a control group. The group approach was designed to develop group cohesiveness. Both group and traditional approaches had greater scores on empathic responding than the control group had. (JN)

A field experiment was done to determine the outcomes of reflective teaching, a laboratory teaching experience that features aspects of peer teaching and microteaching. Results indicate that reflective teaching enhances the ability of students to express themselves in a more analytical manner. (JN)

The individual and contextual effects of schools on the educational aspirations of a national sample of older adolescents is explored. When the factors of student ethnicity, family background, and academic achievement were held constant, a measure of classroom morale was positively associated with educational aspiration. (Authors/JN)

An examination is made of teachers' perception of students' adjustment to first grade. Teachers rated groups of students who had come from either regular or extended-day kindergartens. The results show that teachers believe that students from extended-day kindergartens are better adjusted to first grade than those from regular kindergartens. (JN)

Using the IBM Interactive Instructional System software, a series of interactive study modules for college students taking a course in analysis of variance techniques was developed. Results of the study show that students responded positively and there were significant increases in unit examination performance. (Authors/JN)

A study was done to investigate the use of graphic organizers to compensate for text that was poorly organized. Results support assimilation encoding theory and suggest that organizers aid recall when readers must reorganize information but are of little value when reorganization is unnecessary. (Author/JN)

Research was conducted on secondary school students' perceptions of the problematic aspects of school life. Analysis of data revealed that lack of teacher support and lack of independence were among the problem areas of greatest concern. (JN)

The effects of a morphemically based spelling program were ascertained for students of low, average, and high spelling achievement levels. Results show that the experimental group, in comparison to the control group, significantly improved its spelling performance. (Authors/JN)

The results of two experiments in technical textbook design are discussed. It was concluded that college students are looking for an easy-to-read text with lots of examples. This style was found to improve students' comprehension substantially. (Author/GK)

Ausubel asserts that his work is impugned in various ways in Anderson, Spiro, and Anderson. This paper argues that a more careful reading of the original paper obviates most of Ausubel's concerns. (Author/GK)

The effects of cooperative and competitive reward structures on children's attributions and effective reactions to success and failure were examined. Results showed that competitive contingencies accentuated the differences in self-other perceptions and cooperative contingencies minimized these differences. (Author/GK)

The effect of the variables of student sex, grade level, and student achievement on teacher sex role expectations was assessed. Of the four variables, student achievement was a highly significant predictor. A negative relationship was found between the feminine sex role and high achievement. (Author/GK)

This study shows that variations in paralinguistic stress cues, based upon Chafe's given--new and contrastiveness notions, can also influence which frameworks subjects use in comprehending ambiguous passages. Educational implications of schematic-triggering phenomena are discussed. (Author/GK)