Study examined the effect of frequent testing on eleventh grade algebra students' performance. One group was tested weekly and another biweekly for two months, then the testing schedule was reversed for two months, over eight months. Results indicated definite performance improvements during weekly versus biweekly testing. Students preferred…

Researchers surveyed secondary teachers to measure satisfaction with their principals' communication, feedback, and adequacy of instructions. Data analysis indicated satisfaction with communication and instructions varied with teachers' age and gender. Older faculty were more satisfied than younger faculty with communicative interactions. Total…

Study investigated the effectiveness of four instructional strategies on secondary students' argumentative writing, noting how different essay qualities influenced holistic scoring. Researchers found no significant differences in instructional strategy effectiveness or use of holistic scoring. Students' prior knowledge affected their ability to…

Effects of group and individualized mathematics instruction were investigated in high and average ability elementary students, noting the impact of ability grouping on achievement. Students instructed in pairs scored higher on posttests than those working alone. Ability grouping influenced the nature of intragroup interaction. Generating and…

The current imbalance between teaching basic skills and higher order skills can be addressed by redesigning teaching into two specialized areas. Using the principal-agent model and applying ideas from organization theory, the advantages of restructuring teaching to increase emphasis on problem-solving and higher order skills are discussed. (SLD)

To test R. E. Callahan's (1962) theory about superintendents' vulnerability to interest groups, the career of E. C. Hartwell is examined. Hartwell's career in three cities (1914-22) demonstrates the power that a superintendent could acquire and wield. (SLD)

The difficulties of school restructuring are demonstrated in a three-year evaluation of the Annie E. Casey Foundation's five-year New Futures Initiative. New Futures attempts to improve the life chances of disadvantaged youth by promoting change in schools and other youth-serving agencies in four cities. (SLD)

This study examined the constructive cognitive activity of children listening to text. Analysis of thinking-aloud protocols of 109 children in grades 1 to 6 identified 5 levels of constructive activity, with 3 subtypes at each level. Path analysis indicates that only constructive activity exerts a direct effect on learning. (SLD)

The influence of different media on the interpretations of stories was examined in 2 studies involving 2 fifth graders and 83 fifth grade high and low achievers. Results with print media and video media suggest that the interpretive process may be similar across different media presentations. (SLD)

Classroom participation and nonparticipation were studied for 1,388 fourth graders rated by their teachers as active participators, passive participators, or nonparticipators. Participators appeared distinct on achievement measures since the first grade and maintained those distinctions. Youngsters who withdraw from classroom participation should…

The school experience of 157 talented Mexican-American immigrant high school seniors in a mathematics/science enrichment program was examined to determine the behavioral process by which they became successful. Implications of the findings of the importance of family educational values and length of U.S. residence are discussed. (SLD)

The impact of retention in kindergarten on academic achievement and behavior was studied for 53 retained children and 53 matched promoted peers. The academic advantages indicated in the second year of kindergarten were not maintained past kindergarten. Results do not support retention as an effective policy for young children. (SLD)

Beliefs about retention in kindergarten through grade 7 of 135 regular, special education, and special area elementary school teachers were studied through questionnaires and interviews. Teachers often believe that retention is appropriate in some circumstances, but teacher beliefs about retention are complex. (SLD)

This review joins findings from literature on effective teaching with that from literature on learning to teach. Differences between beginning and experienced teachers are discussed in preactive, interactive, and postactive domains. Recommendations are offered regarding what performance-based assessments for teacher licensure should measure. (SLD)

This review centers on studies of teacher attributes upon college students' enrollment in their first education courses. The 44 studies located deal with demographics and high school background, motivation to teach and career expectations, attitudes about teaching, and perceptions of roles and responsibilities of teachers. (SLD)