Ninety fourth-graders were assessed as either high or low test anxious and randomly assigned to one of three treatments. After treatment, students were tested on a paired associate learning task and a second anxiety measure. Results are discussed. (Author/MT)

Two high school general mathematics classes with similar pretest scores were taught a unit on percentages, one with a cooperative and the other with an individualistic goal structure. At posttest, the cooperatively goal-structured class demonstrated significantly higher achievement than the individualistic group. (Author/MT)

Ten professional and 10 peer teachers were videotaped while teaching a short lesson. Detailed codings and ratings of videotapes allowed an examination of interrelationships among teacher expectations, gender, teaching behaviors, and student outcome measures of cognitive performance and academic self-concept. Results are summarized and conclusions…

The sentence verification technique (SVT) was used to test 44 third graders to assess the validity of the technique. Results were viewed as being consistent with the interpretation that the SVT is a valid means of measuring reading comprehension. (Author/MT)

Seventy-three sixth graders were asked to detect contradictions within the assigned paragraph and information contrary to general knowledge. While prior studies have found ability to detect errors related to reading ability, the results of this study suggest that individual variations in error detection are more complex. Results are discussed.…

The National Longitudinal Survey of the high school class of 1972 was used to assess academic ability of elementary and secondary school teachers. Results are discussed. (Author/DF)

A study investigated whether examiners' personal familiarity and professional experience with examinees affects handicapped children's test performance. Professionally experienced and inexperienced examiners were used in test conditions that varied by degree of personal familiarity of examiners and children. Results are discussed. (Author/DF)

The effects of prior knowledge and information orderings on the immediate and delayed recall of unfamiliar information under various levels of control for the effects of cognitive style and reading achievement were studied. Significant interaction effects were discovered. (Author/DF)

A causal model of the determinants of students' evaluation of instruction was examined. The model was tested using path analysis and regression analysis in four levels of academic areas. Results are discussed. (Author/DF)

Teacher clarity and its effects on student achievement were investigated in a study of high school social studies students. Groups were defined by possible combinations of two teacher uncertainty conditions, two teacher "bluffing" conditions, and two lecture note conditions. Results are discussed. (Author/DF)

Intergroup cooperation and competition were compared to determine if they promoted systematic differences in interaction between majority and minority students. Results indicated that the intergroup cooperation condition produced increased numbers of cross-ethnic relationships. (Author/DF)

Discovery and expository learning were compared in a study of independent and dependent learners enrolled in a college chemistry course. Discovery learning was found to be superior for both groups of learners, with independent students performing better than dependent students using discovery learning. (Author/DF)

Six tests of abilities and attitudes related to early reading achievement were administered to first graders in a rural setting. Scores from the Metropolitan Achievement Test were used as criterion measure of the predictive powers of the tests. Test effectiveness and value are discussed. (Author/DF)

This article synthesizes empirical studies of homework and various homework strategies on the academic achievement and attitudes of students. Findings are discussed. (Author/DF)

Anthropomorphism as a cue in word learning was investigated in relation to illustration and no-picture cue conditions in trials to criterion and word memory tasks with kindergarten children. Results are discussed. (Author/DF)