Sixth-, seventh-, and eighth-grade remedial reading pupils who received training in the transposition of dictionary definitions into meaningful sentences scored significantly higher on tests of word meanings and sentence composition than did subjects who received no such training or those who practiced transposition but received no training. (MJB)

Using a research design controlling for time of day, day of week, classroom structure and subject matter, study of classrooms with varying types of structure showed that teaching behavior and strategy variables appeared to be associated with (a) differences in subject matter and (b) differences in classroom structure. (MJB)

Data indicates that use of a clinical approach by supervisors in dealing with teachers promotes more effective communication and is so perceived by teachers; yet the approach requires careful training and subsequent monitoring to assure that the method is indeed consistently used. (MJB)

High self-esteem students show significantly greater mastery of all learning tasks than lower self-concept counterparts. (MJB)

Extended and systematic sentence combining practice solidifies/enhances the normal rate of development of two factors (syntactic flexibility and judged quality of writing) considered critical to the writing ability of secondary students. (MJB)

High- and low-mental-ability secondary school students randomly divided into three supervision treatment groups (no supervision, supervision without verbal exchange from the teacher, and supervision with verbal exchange) showed no performance variations but evidenced better attitudes with the third supervision treatment. (MJB)

Research into three instructional methods for an undergraduate course in child education/behaviorally disordered child education indicated the superiority of both modularized instruction and modularized instruction supplemented with lectures and discussion over traditional instruction techniques when the subjects were given the opportunity to…

Analysis of variance revealed that listening to excerpts from children's stories about Mexican Americans resulted in an inconsistent, though positive, change in ethnic attitudes, and no significant change in self-concept or reading interest scores among a sample of 220 sixth-grade children. (MJB)

The author presents a formula for scoring true-false and multiple-choice questions which produces a score directly related to the number of incorrect alternatives the student is able to eliminate on each question.

Fifth- and sixth-graders previously exposed to cooperative lesson structures more frequently chose to continue working in that manner when offered the option of individual effort in simulation game situations than did pupils who had not previously worked cooperatively. (MJB)

Providing teachers with training in interactive behavior skills (activities) is not sufficient to change teacher behavior in the classroom unless teacher beliefs about what is important (objectives) in the classroom are also modified. (MB)

This paper presents the results of a year-long effort to develop an instrument designed to sample perceptions from secondary-level pupils on a student teacher's classroom performance. (Author)

A three-dimensional (3-D) test, comparable to twenty-five items from the Boehm Test of Basic Concepts, constructed to determine whether 3-D stimuli would facilitate responses when compared to two dimensional (2-D) stimuli, revealed no significant effects for the version of the test (2-D or 3-D) or the order of administration. (MB)

Both the experimental group (receiving positive feedback) and the social skills group (receiving special social skills training) showed significant reduction in absentee rates in relation to the no-treatment control group. (MB)