Take-home examinations were compared with in-class examinations to determine which was a more effective learning vehicle. Results suggest that in-class examinations produce a greater amount of study and learning by college students. (Author/DF)

Systematic main idea instruction was delivered to minority high school students while a control group received instruction in vocabulary development. Those students who received main idea instruction performed better at identifying explict and main ideas in paragraphs and at restating and summarizing. General comprehension performance was not…

Differences in interactions between two sets of fourth-grade teachers and their average reading groups immediately following the reading of a basal story were explored in this study. Results and hypotheses for further research are offered. (Author/DF)

The "understanding others" component of the Pennsylvania Educational Quality Assessment Inventory was analyzed for the academic years 1978-84. White students reported themselves as having more tolerance than black students in hypothetical school situations with regard to "differing others." Explanations based on historic patterns of discrimination…

Forty fourth, fifth, and sixth graders were subjects of a study to investigate changes in locus of control orientations resulting from training in self-regulating procedures. Both external and self-regulating procedures were effective in increasing internal expectancies. Self- regulating procedures decreased disruptive behaviors and, to an extent,…

A study of 450 elementary students was made to examine the effects of Talents Unlimited (TU) teaching on students' productive and creative thinking scores. Results were not consistent across grade levels, nor from class to class. There seemed to be small to moderate associations between TU teaching and test scores. (Author/MT)

In this study, visual motor performance was assessed for 15 hyperactive and 16 nonhyperactive children under structured and nonstructured conditions. Decreased activity was observed for both hyperactive and control children in the structured condition, suggesting that structure is useful in decreasing activity level. (Author/MT)

A survey of 295 teachers investigated the relationship between 11 student evaluation techniques and grade and unit of study. The roles of both test and nontest techniques were assessed. The relationships uncovered are discussed in the context of tailoring teacher education courses to meet the needs of teachers according to grade level and subject…

The development of intermediate grade children's knowledge of structural features and content of stories was examined from a longitudinal perspective. The primary conclusions are that over the intermediate grades, children acquire greater knowledge of structural complexity but demonstrate little growth in knowledge of content. (Author/MT)

This investigation evaluated the differential effects of still illustrations, motion illustrations, and live modeling on lower-case manuscript letter formation of 24 kindergarten students. The study demonstrated that live modeling of letter formations may be an effective instructional technique for promoting increased accuracy of letter copying.…

Seventy-six five-year-olds were administered the Woodcock-Johnson Psycho-Educational Battery and The Pictorial Scale of Perceived Competence and Acceptance for Young Children. The significant relationship found between cognitive competence and academic readiness suggests that five-year-olds are more realistic in assessing their own achievement…

This study of 98 sixth graders examined the effectiveness of reading and/or writing instruction in social studies that focused on text organization, main idea statements, and important supporting details. Results indicated that students who received reading instruction generally had better recall of textbook material than students without reading…

The relationship between academic achievement and part-time employment was examined. Employment status, hours worked per week, extracurricular activities, grades, and ACT test scores of 477 high school juniors (196 nonemployed, 281 employed) were compared. Results are presented. (Author/MT)

Using the massive High School and Beyond data set, this study examined the direct effects of perceived parental involvement on grades and the indirect effect through television time and time spent on homework. Findings are given and conclusions discussed. (Author/MT)

In order to study the effects of a year-long word processing program on holistic writing skills, seventh-grade students used a word processor three times per week to complete writing assignments while the control group used pen and paper. Writing samples taken upon completion of the treatment were analyzed. Results are discussed. (Author/MT)