Attitudinal and attributional variables relating to the election of mathematics courses by females and males are identified. A small set of variables explaining the variance in female and male mathematical plans was found. These results may help in understanding why larger proportions of males than females elect mathematics. (Author/GK)

Analysis of classroom process data from junior high school English classes indicated that heterogeneity of students' entering achievement levels in a given class limits teachers' successful adaptation of instruction to individual student needs. Higher heterogeneity was also associated with a lesser degree of student task engagement and…

The science achievement scores of a large sample of 13-year-olds were regressed to test a psychological theory of educational productivity, and to explore the usefulness of the National Assessment of Educational Progress data for secondary analysis for policy purposes. (Author/GK)

Socially disadvantaged children who were tutored on a one-to-one basis twice a week did not show any significant achievement gain over nontutored children, although data from tutors, parents, children, and teachers indicate that the tutoring should have had an impact. (CJ)

Research investigating vocabulary and comprehension achievement, intelligence quotients, and reading error analysis indicates that dependence on within-word (intraword) characteristics is more important for beginning reading success than is reliance on between-word (interword) analysis. (CJ)

Research on varying the instructional locus of control between students and teachers indicates that individually-set goals were attained more often by students than those set by their teachers. Students who set their own goals also had better attitudes and higher evaluations. (CJ)

Research on objectives and study techniques shows that college students trained in the use of self-derived objectives performed significantly better on multiple-choice and recall tests than students not so trained. (CJ)

Fifth-grade social studies students who were presented a highly structured lesson achieved significantly higher in comprehension and rated the lessons higher than did those students who were presented a less structured lesson. (CJ)

The nature of the aptitude-treatment interaction between spatial visualization ability and instructional treatment in mathematics was investigated. No significant positive correlation was observed between the aptitude measures (spatial visualization test) and the outcome measures (algebra structures exam). (CJ)

Differences between learning disabled and nonlearning disabled children's paired-associate learning can be eliminated by using instructional modifications. Procedures that reduce the "overloading" of the learning disabled students' cognitive processes have positive effects on associative learning. (CJ)

The game "Order Out", which uses manipulative and pictorial aids, is effective in teaching the ordering of common fractions. The use of manipulative or pictorial aids during instruction did not significantly affect achievement. Gender-related achievement trends were observed. (CJ)

A multivariate investigation of the dynamics of cumulative achievement studied the influence of course grades, personality traits, environmental variables, and previous performance. The latter was the best single predictor of performance. (CJ)

A longitudinal study of first, third, and fifth grade students tested skills involved in the teaching of music reading and concluded that the aural-to-aural intrasensory task was easiest for children to learn. (Author/CJ)

A survey of fourth grade students' attitudes on the quality of their school life and their satisfaction with school reveals that the more favorably children feel toward school, the more likely they are to accept responsibility for their performance. (CJ)

Evidence is presented that indicates that reliance on the current methods of assessing the implementation of classroom openness is inadequate. Investigating the relationships between the component dimensions of classroom structure and particular outcome variables is suggested as a potential strategy for yielding more meaningful results. (Author/GK)