High school teachers were surveyed to identify sources of stress and dissatisfaction that may induce teachers to leave teaching. Data on perceived role, school climate, coping resources, and specific work problems were canonically correlated to create a construct of teacher stress. Results are discussed. (Author/DF)

The relationship of scholastic aptitude and achievement to performance on the Oklahoma Curriculum Proficiency Examination was investigated. Results indicate a need for further study of the validity of competency tests. (Author/DF)

Measuring change when true experimental conditions do not exist is a difficult process. This article reviews the artifacts of change measurement in evaluations and quasi-experimental designs, delineates considerations in choosing a model to measure change under nonideal conditions, and suggests ways to organize models to facilitate selection.…

A random survey to determine the dependence of adult outcomes on connections, certification, and verbal competence revealed that selected variables influenced outcomes, but a substantial amount of variance remained unexplained. Such variables as parent socioeconomic status, education, and vocabulary test scores were related to such characteristics…

Students enrolled in EXTRA, a tutorial program in basic reading and mathematics skills, were compared with non-EXTRA students to measure the program's success. EXTRA achieved success in mathematics tutorials but not in its reading program. Implications of findings are reviewed. (Author/DF)

Effects of two procedures for increasing students' ability to draw inferences when reading were studied and are presented in this article. Results support the use of strategy and question procedures for teaching inference skills to disabled readers. (Author/DF)

A National Assessment of Educational Progress study was conducted on students to assess the dependence of high school mathematics learning on the amount and level of course work as well as other productive factors. Achievement appears to depend on number and level of courses, traditional teaching methods, home environment, and ethnicity.…

This article presents an analysis of errors found in writing samples produced by Black children in urban schools. Errors influenced by Black-English oral usage, hypercorrections, and morphologic errors influenced by Black-English speech patterns are focused upon. (Author/DF)

Australian elementary school teachers were surveyed to ascertain knowledge about use of social studies curriculum material. Case studies and representative interviews were used to formulate a questionnaire, the results of which indicated that teachers were not actively involved in material selection and analysis. (Author/DF)

A study to investigate attitudes of elementary and secondary school teachers towards testing observed teachers' knowledge, information desired, student acceptance, external constraints, nature and quality of test information, and evaluative uses. Results show that teachers use tests often, have limited testing expertise, and are concerned about…

Pupils from both scular and religious public schools were compared with regard to cognitive morality and actual moral behavior. Results show low correlation among various measures of moral cognition and moral behavior. Religious subjects exhibited higher levels of moral reasoning, but resisted temptation less on a test of actual cheating behavior.…

A study investigating test performance outcomes for college students using underlining as a study strategy found that, regardless of study time and reading achievement, underlining was popular because it helped to ensure recall of information from underlined text segments. (Author/CB)

A study of 45 classroom teachers revealed that the teachers used students' individual psychological test performance in identifying the learning-disabled and the non-learning-disabled child. The achievement level of the school did not influence the teachers' decisions to identify a child as handicapped. (Author/CB)

When interpersonal problem-solving (IPS) ability, assertiveness, and self-esteem were assessed for 241 fourth- through sixth-graders and related to competence with peers, teachers, and academic subjects, assertiveness was a distinct factor with overlap between IPS and self-esteem. Positive correlations were found between each factor and grade…

Three studies conducted to examine individual differences among 6- and 7-year-olds in the extent of use of alternative cognitive processes for word reading supported the expectation that boys tended to rely more than girls of the same reading level on access to phonological segments of words. (Author/CB)