This study examined the effect of the ratio of high-aptitude to low-aptitude students in a classroom upon mathematics achievement. The hypothesis tested was that both high- and low-aptitude students in "more favorable" classrooms would outperform similar students in "less favorable" classrooms. (Author/GK)

Data from the 1976 NAEP Science Assessment were used to explore sex differences in science learning and its determinants with controls for ethnicity and parental socioeconomic status. No sex difference in science learning was found, but a sex-specific trend in science motivation was detected. (Author/GK)

Reading instruction and its effects were examined for 105 students in elementary classrooms for the learning disabled. Extensive detailed observations of students, teachers, and instructional material were used to explore the plausibility of a causal model of the effects of reading behaviors and instruction on students' reading performance.…

Grade 10 students were taught a hierarchy of intellectual skills in three different contexts: skills taught in isolation; additional verbal instructions provided; and skills taught in relation to a relevant anchoring idea. Results showed that use of the anchoring idea context enhances meaningful learning of complex skills. (Author/GK)

Two situations in educational research in which analysis of covariance is often incorrectly used are described, and problems in interpretation resulting from the application of analysis of covariance in these situations are considered. (Author)

The intention of this study was to discover how and to what extent children use simile and metaphor in their spontaneous oral language. Results showed that type of stimulus was the most influential factor in inducing children's oral metaphoric language, with the nature of the task also significant. (Author/GK)

The effects of visual prompting, aural prompting, and visual/aural prompting on the representation of words or phrases received aurally were investigated. Results indicated that prereading children responded differently to phrases received in normal language versus the other cued conditions. (Author/GK)

With college graduate students in actual classroom settings, the effects of taking a recall test, a recognition test, or no test on retention four weeks later were studied. Results indicated that simply taking an exam had no significant effect on retention. (Author/GK)

It was hypothesized that teacher expectations for the future performance of a child and teacher attributions for that performance would not differ as a function of the categorical label (emotionally disturbed or learning disabled) assigned to the child. Results are discussed with regard to implications for mainstreaming. (Author/GK)

The accuracy of three procedures based upon past enrollment for 39 school districts was compared. Results show that accuracy of projection varies widely among school districts. Short-term projections were found to be more accurate than long-term. (Author/GK)

Effects of multiage grouping on achievement and self-concept were explored. No significant differences were found between children in multiage and single-age classrooms on any of the achievement measures. Multiage classrooms had higher mean scores on one of the six factors of the self-concept scale, Happiness and Satisfaction. (Author/GK)

This study investigated whether parent desire to avoid racial mixing resulted in school avoidance, independent of other commonly cited explanations for enrollment and attendance patterns in newly desegregated schools. (Author)

Results of a survey conducted to explore one component of sexual interaction between students and teachers as it occurs in and outside of the classroom are discussed. Flirtations activities are defined, the extent to which flirting occurs in the college environment is determined, and the perceived consequences of flirting are reported. (Author/GK)

The influence of selected teacher centers components on student academic achievement is examined. Differences in teacher self-ratings on effectiveness, teaching style, and use of teacher education resource materials are also examined across treatment groups. (JMF)

The relationship between word synthesis and beginning reading achievement is tested. A stable direct relationship is evidenced between the two, regardless of the child's reading strategy. (JMF)