The five studies reported on in this article investigated the effects of testing schemes on end-of-course achievement. Variables were frequency of testing, repeated or non-repeated tests, and single-unit or cumulative tests. Results are discussed. (Author/MT)

Two studies investigated the effects of three instructional methods on lower and higher cognitive processes of sixth- and ninth-grade students. Results are discussed. (Author/MT)

Using hypothetical candidates and a stratified random sample of school board members, this study investigated whether school board members were inclined to favor male archetypes in the superintendent selection process. Findings are reported. (Author/MT)

This study tested for differences in the effects of computer and teacher assisted instruction on the numeral recognition and cardinal counting skills of 53 kindergarten children. Results are presented. (Author/MT)

Participation of 1,715 fourth-grade students in family outing activities was compared across three racial groups and used to predict reading and math achievement. Results indicate participation differed across racial groups, and participants were higher achievers than nonparticipatnts. Specific predictors are discussed. (Author/MT)

This study examined the effects of activity or passivity on children's ability to remember and identify word pairs. Results are discussed, and implications are developed. (Author/MT)

This study tested Chapman's model (1983) of the influences on teacher retention. Four groups of graduates with teaching certificates but differing career paths were studied. The groups responded to different incentives. Implications are discussed. (Author/MT)

This study investigated the emotions involved in the writing process by analyzing a short inventory completed by 87 novice writers before and after self-sponsored and required writing exercises. Results are presented. (Author/MT)

This study of high- and low-achieving first graders assessed the effect of two mastery learning treatments on reading performance. Results are presented, and implications are discussed. (Author/MT)

This longitudinal panel study investigated the relationship between ability and achievement among elementary school children in Taiwan. Results are discussed in terms of theoretical and policy implications. (Author/MT)

Metropolitan Achievement Tests were administered to students in grades 1, 3, and 5 in the spring and again in the fall to see if their academic skills deteriorated over summer vacation. Results suggest that the assumption of generalized academic losses over the summer is unwarranted. Reasons are discussed. (Author/MT)

A reading attitude inventory was administered to 134 children in grades 1 through 6 to see if attitudes changed as students progressed through the grades. A difference was found between grades 4 and 5 which appeared to involve a more positive attitude toward non-classroom reading. (Author/MT)

This research examined whether software for preschool and kindergarten children, which was designed in accordance with certain cognitive-developmental principles, would result in better learning compared to software teaching the same content but which did not incorporate such principles. Results are discussed. (Author/MT)

Ten fourth and fifth grade teachers, after two training workshops, led discussions of critical thinking with groups of six children from their own classes. Audiotape analysis revealed differences in teacher and pupil participation before and after the training. Results and implications for teaching thinking skills are presented. (Author/MT)

This study describes the synthesis of the cloze technique with story-mapping techniques resulting in the Cloze Story Map (CSM) and tests the immediate and long-term usefulness of CSM with both expository and narrative texts. Results are discussed. (Author/MT)