The program of research on teacher-student relationships described in this issue is an important part of the field of classroom learning environments, although it has its own distinctive and significant features. The questionnaire on teacher interaction (QTI), the main instrument used in this research, follows the strong tradition in learning…

Data from a national sample of 1,955 17-year-olds were used to test a model of educational productivity involving ability, motivation, quantity and quality of instruction, and home and classroom environments. A number of factors were found to be significant predictors of student outcomes. (Author/MT)

Achievement test scores and ratings of 2,368 13-year-old students who participated in the 1977-78 National Assessment of Educational Progress were analyzed. Achievement was significantly associated with attitudes, sex, ethnicity, parents' education, verbal opportunities in the home, and frequency of mathematical practice. (Authors/CJ)

This study of 26,279 high school sophomores attempted to correlate fixed and alterable conditions which influence student achievement in academic subjects. Major differences in achievement appear to be due to fixed characteristics of students and outside school experiences, not to the private-school superiority hypothesis. (Author/MT)

Reading achievement and attitude scores of a National Assessment of Educational Progress sample of 9-year-old students were multiply regressed on one another on home environment variables. Correlations and partial correlations of achievement with home environment, quality of instruction, and leisure time television watching were found. (Author/DF)

A random survey to determine the dependence of adult outcomes on connections, certification, and verbal competence revealed that selected variables influenced outcomes, but a substantial amount of variance remained unexplained. Such variables as parent socioeconomic status, education, and vocabulary test scores were related to such characteristics…

A National Assessment of Educational Progress study was conducted on students to assess the dependence of high school mathematics learning on the amount and level of course work as well as other productive factors. Achievement appears to depend on number and level of courses, traditional teaching methods, home environment, and ethnicity.…

Studies relating time (in four ranges--years, days, hours, and minutes) to educational outcomes are reviewed. The need to include time as one factor in a theory of educational productivity is discussed. (Author/JD)

A preview of statistical data from previous studies determined the benefits of positive reinforcement on learning in students from kindergarten through college. Results indicate that differences between reinforced and control groups are greater for girls and for students from special schools and that reinforcement appears to have a strong effect…

Variables that affect the use of knowledge gained by educators at workshops were investigated. Knowledge use is significantly associated with: (1) school climate variables such as staff treatment, goal direction, and problem solving; and (2) workshop features such as clear explanations, job relevance, and amount and qualities of instruction. (FG)

Data gathered from a national sample of 17-year-old high school students were used to correlate social studies achievement and attitude scores with various constructs previously determined to affect learning. Several significant correlations were found, both positively and negatively affecting learning outcomes. (CJ)

A national study examined the essay performance of 17-year olds (n=288), relating their written composition and writing motivation scores to 9 previously studied educational and environmental influences on learning (e.g., age, motivation, mass media, peer groups, home). Results indicate that writing performance is much less predictable then…

A recent structural model suggesting that nine factors exerted effects on seventh grade students' mathematics achievement and attitude was further tested with a national sample of 2,500 tenth grade mathematics students. The structural model, evolved and cross-validated with the younger sample, significantly accounted for variance in mathematics…

To examine the effect of motivational manipulated conditions on students' mathematics scores, elementary students received either ordinary standardized test instructions or special instructions (do as well as possible for themselves, parents, and teachers). Those given special instructions scored significantly higher in the test, implying that…

Thirteen-year-olds' interest in writing is alterable in educational settings; and is significantly associated with the educational productivity factors of subjects' (N=28,405) peer group, gender, and quantity and quality of instruction. Essay writing performance appears to be associated significantly with a student's ability, peer group, and a…