Vocal cues which were inconsistent with verbal messages and their effects on teacher credibility were examined. Results suggested that teacher credibility was at least partially dependent upon the degree of verbal vocal consistency in teachers' messages. (Author/MH)

The purposes of higher education are considered in this brief statement of opinion. (JKS)

Issues related to the establishment and operation of women's centers in institutions of postsecondary education are examined. The focus of this literature review is the mature, returning female student. (JKS)

The moral reasoning of teachers enrolled in education courses was examined through an administration of the Defining Issues Test. Teachers were found to be at a generally comparable level to most other adults, but below many college graduates. (JKS)

The use of standardized test scores to exempt students from college courses was investigated using the General Psychology Exam of the College Level Examination Program. Results questioned the ability of instructors to assess its utility. (JKS)

Differences between signed and anonymous student evaluations of high school student teachers were investigated. Signed evaluations produced higher ratings. (JKS)

A technique for observing reading behavior called the disruptive effect is presented. The technique involves interspersing unusual words or pseudo-words into a text and observing errors made during oral reading. Results of research on the technique are presented. (JKS)

The long term effects of the Individually Guided Education (IGE) program on elementary school grade equivalent reading achievement scores were investigated using cohort analysis in four elementary schools. Results indicated that local attributes affected reading scores more than the IGE program. (JKS)

Guttman's mapping sentence technique is examined as a mechanism for defining domains of cognitive behavior and for generating test items to measure achievement in those domains. The utility of the mechanism as compared to alternatives is discussed. (Author/JKS)

The relative power of several variables in predicting school reading achievement was considered. Issues were raised concerning the efficacy of altering the resources allocated to a school or changing the social and racial composition of the student body as a strategy for raising achievement levels. (EVH)

A community college intermediate algebra course was taught using four-person student teams and self-pacing according to Bloom's mastery learning model. The instructor assisted teams and lectured when necessary. Positive attitudes and 90-100 percent mastery resulted. Most students would have probably completed the one-semester course in two…

Three hundred fifty-nine pupils in grades four through six were given a supplemental guided discovery mathematics program designed for Special Elementary Education For the Disadvantaged (SEED). The guided discovery group improved approximately twice as much as the control group in arithmetic computation, concepts, application, total score, and in…

Measures of abstract reasoning ability, degree of bidialectism, and reading performance were administered to Black, inner-city third and fifth graders. Abstract reasoning ability significantly affected reading performance while expressive proficiency in Standard English and Black English did not significantly affect scores. The importance of…

Longitudinal studies of test wiseness (TW) investigated: (1) the relationship between TW and grade level; (2) the relationship between TW and sex; and (3) the stability of TW. Results indicated that TW was somewhat stable over the intervals observed. No sex effects and no sex by year interactions were found. (Author/GD C)

The test-retest reliability of criteria often used in diagnosing brain damage through the use of children's drawings was found to be low. A review of the literature showed different opinions on what drawing characteristics were indicative of brain damage. Low test-retest reliabilities may explain the variations in the literature. (Author/GDC)