Reports on a comparison of the performances of over-achievers, achievers, and under-achievers in mathematics on measures of general anxiety, test anxiety, and mathematics anxiety. The results confirm the hypothesis that the measure of mathematics-specific anxiety differentiates the under-achieving group from the other two groups more strongly than…

A survey of college students regarding course evaluation forms reveals that students feel that while rating forms provide an effective method of evaluation, the results are ignored by many teachers. Students feel that teachers do not change their behavior as a result of weaknesses identified by the students. (JMF)

Faculty members in Israel who had previously agreed to have results of student evaluations included in their files were rated more highly by the students than those who decided against it. (JMF)

A survey of client-systems in a medium-sized public school district is reported with emphasis on how data on perceptions and needs can be gathered. The study shows how the data were used to influence policy decisions and clearly defines the obligations of decision makers to be better informed and responsive to the public sector. (JMF)

The extent to which students perform differently on recall, low-inference, and high-inference items on a reading comprehension test is explored in this research. Results indicate a significant difference between questions asking for recall and inference comprehension. (JMF)

The use of directive cues to facilitate recall and clustering of verbal materials in good and poor readers is investigated. Overall results indicate strong and positive effects of directive cues on the subjects' recall and organization of memory, and indicate that poor readers are unadaptive learners who appear to have a performance deficit,…

The effect of general and specific cues on learning information from graphs is analyzed. The study shows that the use of cues influenced the amount of information learned, with variations according to type and placement of cues. (JMF)

The reading achievement patterns of both impulsive and reflective second-grade students are examined under varying phonics approaches in beginning reading instruction. (JMF)

This study correlates high school students with different exploration preferences with classrooms having different social exploration climates, finding that in high exploration classrooms, students high in exploration preference were more satisfied and better adjusted. (JMF)

Fifth graders who were poor at solving word problems in arithmetic were given special training in how to attack these problems; however, the short-term training program did not bring significant improvement in the children's problem-solving ability. (Editor/MM)

A regression procedure is described which permits the identification and testing for significance of the contribution of individual school influence to explained variance in achievement growth. (Editor/MM)

Subtest scores on the Weschler Intelligence Scale for Children did not clearly distinguish learning disabled children from other children in a study; a diagnostic model is proposed here which considers how a child organizes information in order to distinguish between content and behavioral deficiencies. (Editor/MM)

It was discovered that community and junior college students considered instructors with little or no teaching experience to be better than those with more experience, and those with little or no teacher training to perform as well or better than other teachers. (Editor/MM)

A modified mastery learning method resulted in significantly higher achievement and improved attitudes of educational psychology students than either traditional lectures or a combined approach. (Editor/MM)

High school teachers with the best student relationships frequently use five verbal response roles--feelings, thoughts, encounter/ encouragement, sharing, and motives. (Editor/MM)