High school French students showed greater achievement in language skills and more positive attitudes toward French when taught with learning activity packages in French culture. (Editor)

Those evaluating teacher behavior were highly influenced by verbal remarks that led them to expect either excellent or poor performance. (Editor)

A study of classroom organization showed that it affected the social status of fifth- and sixth-grade boys, especially when the teachers' perceptions of the boys' academic abilities were reinforced in ability-grouped classes. (Editor)

Individual schools can assess the progress of their students using equivalent achievement test scores in subject areas at grade levels, between grade levels, and across subgroups of students. A demonstration of this procedure is presented. (Editor)

Answer changes on tests are more likely to be made on items early in a group of questions, toward the end of a test, and on difficult items. The reasons for this student behavior are examined. (Editor/JD)

Although taking notes during a lecture can interfere with absorption of information, review of notes before a test neutralized the interfering effect. (Editor)

The usefulness of the American College Testing (ACT) program for discriminating between decided and undecided college students was investigated. Different discriminant functions were derived for males and females, indicating a need for different counseling procedures. (Authors)

A study of modeling behavior shows that undergraduate students who received negative feedback about their ability on a particular task tended afterward to imitate the poor models. (Editor)

Using a computer as a data source for a complex, open-ended problem, it was found that individuals approached problem solving differently than do pairs, and that the ability of the subjects determined the type of data requested, and how long it was processed. (JD)

A strong correlation was found between frequency of communication between preschool teachers and parents and the number of topics discussed. Teachers' age and experience were not significantly related to communicative behavior. (Editor)

Tests indicated that kindergarten children with impulsive conceptual tempos performed significantly lower on several measures of achievement and reasoning ability than did children with reflective tempos. (Editor)

A higher than expected correlation between "passages in" and "passages out" scores on reading comprehension tests indicated that the practical importance of passage dependence is probably not as great as has been commonly believed. (Editor)

Anglo fifth graders, compared to Mexican-Americans and Blacks, perceived more friction and less cohesiveness in language arts classes; other ethnic differences in perceptions of classroom climate were also noted. (Editor)

This article reports on research instruments administered to junior high school students from Australia, Ohio, and Tennessee studying student responses to descriptions of selected teacher behaviors relating to teacher clarity. Two primary and two secondary factors that relate to teacher clarity are identified. (JMF)

A test of 3,602 undergraduate students demonstrated that those with low apprehension about writing perform better on tests of writing skills including grammar, mechanics, and larger concerns in writing skills than those with high apprehension. (JMF)