The effects of gender bias and number of errors as unintentional determinants of essay grades were studied with 22 undergraduate education majors grading four essays by sixth graders in stereotypically male or female handwriting. Essays believed to be written by boys were graded higher than those believed to be written by girls regardless of…

The practices of 191 regular-classroom teachers teaching language-minority children were studied. Findings suggest that teachers typically have not received formal training in second-language learning, that their resources are inadequate, and that they often engage in well-meaning practices that are detrimental to the development of…

The relationships between autonomy and a set of attitudinal, professional participation, and reasons-for-leaving-teaching variables were studied for 770 urban teachers in Florida. Results suggest that job satisfaction and a perceived lighter paperwork load are predictors of autonomy, as are insufficient rewards for outstanding performance and lack…

Two college teachers, one from social science education and one from English education, team-taught part of a teaching methods course involving 20 students in the preparation of interdisciplinary units. Observations and student journal entries show that a valuable teaching technique was developed. (SLD)

This article invokes a literal image of test givers as measurement devices and explores the psychometric properties of these test administrator instruments. Concurrent and content validation and test-retest and parallel-forms validity are explored. (SLD)

The purpose of this split-sample regression study was to determine whether quantitative and verbal scores on the Graduate Management Admissions Test, undergraduate grade point averages, age, and gender differentially predicted performance for 198 MBA students. Findings suggest that commonly used predictor variables may predict achievement…

A content analysis of 10,279 dissertation abstracts in education from 1950 to 1990 shows that the descriptive design, predominantly in surveys, has dominated. Almost one-fourth of the dissertations used no statistics, and almost one-third failed to find statistically significant results. Few changes are apparent over the years. (SLD)

Principals in 103 elementary and 76 junior high schools assessed the importance of 39 school effectiveness criteria. A satisfactory eight-factor solution was found for junior high schools but the elementary solution was less discrete. Implications for assessing school effectiveness are discussed. (SLD)

Components identified with social and academic integration in high school were studied with 506 students using a scale developed by E. T. Pascarella and P. T. Terenzini (1980). Principal components analysis with orthogonal rotation identified seven meaningful dimensions and supported the usefulness of the scale. (SLD)

Attitudes of 100 graduate students in general and special education about full inclusion in education were studied through a questionnaire created for the investigation. Results indicate that perceptions about full inclusion are significantly affected by race, major, instructional setting, and full-inclusive independent study. (SLD)

Faculty morale and its relationship to selected other variables was studied with 77 faculty members at Tennessee State University. Significant negative relationships were determined between faculty morale and work load, faculty-administrator relationships, research opportunities, personnel management, and physical conditions. Sixty percent of…

A metacognitive approach is presented to improve students' reading achievement by teaching them to think about reading and to be aware of expository text structure. Use of metacognitive skills produces a greater awareness of text structure and meaning. (SLD)

Attitudes toward and achievement in a foreign language were studied with 349 high school seniors. Controlling for native language achievement, difficulty in learning the language was an important achievement factor, and gender and years of study contributed to achievement. Implications for instruction are discussed. (SLD)

Differences in attitude toward classroom testing were studied with 219 college faculty members and 108 students. Although both groups acknowledged the importance of tests, more positive attitudes were found for faulty members rather than students, and the greatest discrepancy in attitude scores was for items regarding the fairness of tests. (SLD)

The impacts of instructor gender and race on student evaluations of teaching effectiveness, particularly when courses contained controversial content, were studied with 190 undergraduates. No support was found for the hypothesis that students would rate women and minority instructors lower, but the same material was thought to be more…