The role of demonstration teaching (DT) in pre-service and inservice teacher education is examined. DT's use in different programs, contribution to transfer of training, impact on acquisition of new teaching behaviors, and benefits and limitations; functions of demonstrations; and an instructional planning model for enhancing demonstration…

Research on the role of nonverbal communication skills in teacher training is assessed. Nonverbal behaviors communicate teacher expectations and attitudes, regulate classroom interactions, and promote students' understanding of verbal material by structuring or illustrating content. Direct versus indirect teaching, games, and improvisation are…

The relationship between the lack of availability of student financial aid and the low transition rate from upper-secondary school to higher education in Sweden from the late 1960's to the early 1980's was evaluated. No significant relationship was found, although evidence for gender differences in transition rates was uncovered. (TJH)

Mill's liberty principle and the children's rights movement ("die Antipadagogen") are discussed in terms of Mill's attitude of paternalism in children's education. Mill contends that the individual liberty of children must be limited for their own good. Proponents of educational liberalism are not justified in claiming Mill as a spokesperson. (TJH)

Data on 2,546 Finish adolescents were analyzed to determine the role of gender in the subjects' occupational and educational plans. Focus was on sex-atypical aspirations of students in Grades 9 and 12. Gender played a significant role in aspirations. Other influential factors included school performance, family background, and personality. (TJH)

The potential of three relevant theoretical approaches to the study of individual outcomes from participation in adult education is assessed. The perspectives include: (1) the theory of human capital; (2) the status attainment tradition; and (3) the theory of cultural capital. (TJH)

The effects of social background, gender, and academic achievement on transition rate to higher education were studied in three nationally representative samples of the Swedish population. Student financial aid availability was also assessed. Social background and achievement equally influenced the transition rate, while gender had little effect.…

Background information about the importance of improving educational productivity, Walberg's nine-factor model of educational productivity, and the general approach followed in educational productivity research are outlined. The approach is aimed at identifying factors linked to the achievement and attitude scores of students. (TJH)

Research syntheses of individual bivariate studies of the effects of specific predictor variables on student outcomes are considered. Walberg's nine-factor model of educational productivity is used to organize the syntheses and to identify aptitudinal, instructional, and environmental variables linked with student achievement and learning. (TJH)

Meta-analyses of past studies in numerous countries on factors influencing student outcomes are synthesized to examine educational productivity in the learning of science. A systems approach and Walberg's productivity model are used to perform the analyses. (TJH)

Major issues in models of student learning (Carroll's, Bloom's, and Glaser's models) are discussed, and a model that retains the salient features of these models (time, prior learning, and learning processes) is outlined. The final model also addresses other facets having unique effects on achievement and interactions among facets. (TJH)

A multivariate study of factors linked to science achievement and attitude scores of 9-, 13-, and 17-year-old students (1,960, 2,025, and 1,955 subjects, respectively) tested Walberg's model of educational productivity. Analysis of data from the 1981-82 NAEP Assessment in Science supports bivariate study results concerning the model's validity.…

Students' evaluations of university teachers cannot be adequately understood if their multidimensionality is ignored. Instruments collecting student evaluations of teaching should measure separate components of teaching effectiveness with consideration of the construct validity and content validity of the multiple dimensions. (SLD)

The reliability, long-term stability, and generalizability of student ratings of teacher effectiveness are discussed. The Students' Evaluation of Educational Quality (SEEQ) instrument is examined from these perspectives. The multidimensionality of student response to such evaluation instruments must be recognized. (SLD)

The validity of students' evaluations of university teacher effectiveness must be demonstrated through a construct validation approach. Empirical relations between students' evaluations of teaching effectiveness (such as the Students' Evaluation of Educational Quality instrument) and other indicators of effective teaching are examined. (SLD)