Twenty-one variables from the Texas Teacher Effectiveness Project Coding System were factor analyzed for morning whole class data, afternoon whole class data, and reading group data. Resulting factor scores were correlated with achievement gains. Although significant correlations were few, differences existed between lower and higher social status…

Six-and eight-year olds were exposed to a modeling sequence for cluster rule learning under high, medium, and low degrees of structure. Age differences in vicarious learning emerged only in the medium structure condition, while immediately imitating a model failed to influence learning for either age group. (Author/CP)

Subjects were 103 ninth graders in a social science source. Neither instructional treatments varying in amount of structure and student participation nor personality alone contributed significantly to the prediction of achievement, but interactions between them did. Treatment effects depended on the student's verbal ability, manifest anxiety, and…

Teachers evaluated taped speech samples of middle and lower socioeconomic status (SES) black and white children. Adequacy of task performance was equivalent for all groups, although speech patterns varied as a function of race and social class. White middle SES children were rated and ranked more positively than their counterparts. (Author/CP)

Teachers' ratings of children's academic abilities, classroom skills, and personal-social characteristics were highly predictive of subsequent school achievement. Although teachers tended to be more positive toward girls, within each sex ratings were predictive of future performance. Teacher ratings were more predictive of scholastic success than…

The author asserts that important changes in predictability of grades from test scores and high school records do occur during the undergraduate years. Mauger and Kolmodin's finding (see EJ 133 651) that this is not the case is the result of a crucial difference in methodology. (MV)

Humphrey's (1968) methodology, disregards the limitations it puts on interpretations of his results (see EJ 133 651). It is not legitimate to make categorical statements about all undergraduates on the basis of highly motivated graduating seniors. Moreover, when all entering students are sampled there is greater grade variance and a lower mean…

Refutes Mauger and Kolmodin's (1975) conclusion (see EJ 133 651) that their data does not support the author's (1968) conclusion that senior college grades are much less predictable from entrance information than freshman grades. States that their conclusion was not supported by their data and that the design of their study would allow no outcome…

The effects of feedback are largely determined by the students' perception of his original response. Feedback is most advantageous when it follows a response in which the student has high confidence. Findings are based on a study of college students working with a programmed text. (MV)

The affective components of a situation were powerful determinants of the facilitative self-control of children in the situation. Both the ongoing affective tone of the child's cognition during task performance, which replicated the results of Masters and Santrock (1976), and the ecological setting were linked to the continued maintenance of…

Strong instructions induced more interaction, resulting in better recall under intentional than under incidental instructions. Intentional instructions had greater impact on less efficient tasks and less effect on more efficient tasks. Maximum recall and efficiency occurred with simple instructions to read the passage. (Author/MV)

To determine cross-sectional similarity of the underlying structure of classroom environment variables, the Learning Environment Inventory and Primary Mental Abilities Test were administered to 46 eighth grade classes and 50 eleventh grade classes. Structures of affective and cognitive variables became very similar, however, a slight…

This study examined the effect of instruction on the correspondence between a model of the structure of concepts in a social studies unit (content structure) and a representation of psychological structure of subjects differing in field independence and dependence. (Author/MV)

Evidence for construct validity of this multi-dimensional concept of self esteem includes the relative congruence of the factor structure with the theoretical construct, the stability of the structure when subjected to a series of empirical tests, increasingly positive self-referent responses with increasing age, willingness to become more…

Four widely used instruments in the affective domain which measure self-esteem, locus of control, achievement motivation and moral development were administered to 885 middle school students in an effort to "map" the affective domain. Sex and age effects varied considerably from trait to trait. Females evidenced greater stability in affective…