Results of this study indicate that male teachers had no significant effect upon the academic achievement of father-absent sixth-grade boys. (JMF)

College students taught a lesson on number theory in a "clear" manner learned more than those taught in an "unclear" or imprecise manner by the same teacher. (Ed.)

Short, sight-word vocabulary lists derived from the spontaneous speech of four different groups of children are compared with the vocabulary in six beginning reading series. Very high levels of agreement were found for function, but not for content, words. (JMF)

This article reports the relationship between children's social desirability response tendencies and their withdrawal from classroom achievement situations by investigating the effects of the child's expectations of peer response. (JMF)

This investigation compared the reading comprehension of 60 fourth-grade students in an open space school during periods of quiet and periods of naturally occurring background noise. Noise had no significant effect on accuracy or reading speed. (JMF)

The study presents an investigation of the association between freshman year voluntary persistence/withdrawal decisions and different types of student-faculty informal contact beyond the classroom. (JMF)

This study examines the "Student Observation of Teachers and Teaching Techniques" (StOTT) instrument. Results do not support usage of the StOTT by administrators as a teacher evaluation device. (JMF)

This study investigates performance differences between reflective and impulsive subjects on a recognition memory task. Results indicate that verbal recognition memory is sensitive to both cognitive style and presentation mode. (JMF)

Statistical analysis indicates that a note-taking group performed significantly better overall than a no-notes group on both an immediate and a delayed quiz although both groups showed a significant decline in performance in the latter quiz. (JMF)

Time allocated for social studies instruction showed a very slight correlation with fifth graders' achievement in that subject, suggesting that "allotted time" should be carefully qualified when used as a variable in assessing instruction. (Editor)

Observation of second graders' task orientation in the classroom was found to be a reliable means of predicting achievement test performance. (Editor)

In a follow-up study, college seniors who had been trained in creative thinking as freshmen could not be distinguished from untrained peers in a creativity test. (JD)

Notetaking and rereading improved college students' recall of text material, but summarizing passages without reference to the original text did not. (Editor)

A post-quiz remediation strategy based on mastering a sequence of subskills in college algebra resulted in higher examination scores for students. (Editor)

Significant differences were observed between sentence length used by children in speaking and the length of sentences in primers and first reader textbooks. (JD)