This study investigated the validity of the assumption that pass-fail courses correlate with less academic achievement and considered other factors relevant to the basic justification for the pass-fail system. (Author/RK)

Elementary school teachers trained in a class management program changed behaviors and improved student performance in both handicapped and nonhandicapped pupils in mainstreamed classrooms. (JD)

Opportunity to learn specific content as measured by amount of emphasis and exposure to that content relates positively to the amount students learn. (JD)

Intermediate students scored better on reading comprehension tests when questions on content were interspersed in the text. (JD)

While a computer simulation training course did not make student teachers significantly more able to give an informal reading inventory for elementary students, they were able to diagnose reading weaknesses more accurately. (JD)

Computer-managed instruction can be used to evaluate the cognitive progress of individual students without negatively influencing their achievement. (JD)

When prior achievement was controlled, different pacing styles (self-pacing vs instructor-pacing) did not create differences in student achievement. (Editor/JD)

Able mathematics students had better short-term memory than mathematics disabled students; they recalled best when information was presented aurally, while poorer math students recalled better with visual presentations. (JD)

The timing in providing feedback after testing is less important than the fact that feedback needs to be provided at some point. (JD)

There is a significant relation between the ability to spell words and an understanding of their meaning. (JD)

Kindergarten children learn and remember nouns more easily than non-nouns. (JD)

High individual accountability did not show significant positive effects on learning when compared with cooperative reward conditions. (JD)