Results of stepwise regression analyses of text characteristics on learning scores revealed that the same characteristics which predict comprehension also predict new learning. (Author/MB)

Method of presenting new words to kindergarteners made a difference in the learning of boys but not a significant difference for girls. (Editor)

Reports investigations from journals in the areas of sociology, psychology, physiology, and the teaching of reading. (MB)

Discussed is research pertaining to the development of a college learning skills program based upon an information processing paradigm with additional inputs from learning theory. (Author/MB)

Two experiments indicate that underlining is no more effective than repetitive reading in facilitating review of material before testing. (MB)

Defensiveness was the major reaction of students subjected to failure on an important examination; their self ideal-self discrepancy scores changed in a downward direction after they were given papers containing failing marks. (Editor)

In a study of centralized and decentralized schools, it was found that parents' age, race, or socioeconomic status were not as significant as type of district in which their children attend school as indicators of parents' satisfaction with schools. (Editor/SP)

The high school students studied had more favorable attitudes toward the 4-year institutions on twenty-seven of the forty dimensions studied. (Editor)

Authors studied superintendents, principals, and teachers from urban and central city school districts and grouped them as education managers, anxious participators, ambivalent participators, and educational bystanders. (Editor)

Test anxious students were less likely to have effective study habits and more likely to delay academic tasks than those showing low debilitating anxiety. (Editor)

An assessment of instruction of reading groups by female elementary teachers showed the teacher's increased positive regard for students was translated into classroom behavior which elicited higher levels of cognitive functioning from the students. (Editor)

Authors hypothesized that many teachers have classroom behavior management skills in their repertoires but lack techniques for using them as systematically as possible; conventional postgraduate courses are a vehicle for introducing experienced teachers to these skills. (Editor)

An examination of the weaknesses of the common statistical approaches suggests that change scores are unnecessary and often even inappropriate for statistical studies. Alternative statistical procedures are suggested. (Author/VW)