Because many teachers demonstrate limited use and knowledge of feedback strategies positively associated with student achievement, providers of preservice and inservice teacher education should review feedback research and instruct teachers on its effective use. (CJ)

Though listening and attention span improvement are not related to amount of television viewing, preschool children who watch news and documentary programs show less improvement in listening behavior than children who watch other types of programs. (Author/CJ)

Concepts that are directly related to teaching are learned as such by education majors and play an integral part in students' development into teachers. Further research using other student populations or in other areas of teacher education is needed. (Author/CJ)

Findings suggest that caution should be used in interpreting results of the Peabody Picture Vocabulary Test (PPVT) with preschool rural Black children. (Authors/CJ)

The Cloze Procedure can be a useful instrument in matching student reading levels to appropriate reading selections. Additional research on ways to match students to readings at appropriate levels is needed. (Author/CJ)

Two successful teaching strategies for improving students' reading comprehension, vocabulary, and speed of reading comprehension are the MRM method (identifying sentence kernels) and the LOGANAR method (logically analyzing cognitive relationships). (CJ)

Evidence suggests that student teachers are affectively disposed to examples of directive over nondirective supervision. Future research should examine tentative findings that student teachers prefer supervisors of the opposite sex. (Author/CJ)

Teachers tend to give directions that their pupils can follow correctly. Children are better able to process increasingly complex directions as they get older. (Authors/CJ)

Regardless of achievement level, rural Appalachian children possess a significantly more negative self-concept, particularly in school-related and intellectual activities, than do urban children. Relationships among student self-concept, schools, and the social settings in which they exist need to be examined. (Author/CJ)

In a classroom investigation of the teaching of transformation geometry, an attempt was made to generate aptitude-treatment interactions by using various teaching methods among groups of students. (CJ)

Socially disadvantaged children who were tutored on a one-to-one basis twice a week did not show any significant achievement gain over nontutored children, although data from tutors, parents, children, and teachers indicate that the tutoring should have had an impact. (CJ)

Research investigating vocabulary and comprehension achievement, intelligence quotients, and reading error analysis indicates that dependence on within-word (intraword) characteristics is more important for beginning reading success than is reliance on between-word (interword) analysis. (CJ)

Research on varying the instructional locus of control between students and teachers indicates that individually-set goals were attained more often by students than those set by their teachers. Students who set their own goals also had better attitudes and higher evaluations. (CJ)

Research on objectives and study techniques shows that college students trained in the use of self-derived objectives performed significantly better on multiple-choice and recall tests than students not so trained. (CJ)

Fifth-grade social studies students who were presented a highly structured lesson achieved significantly higher in comprehension and rated the lessons higher than did those students who were presented a less structured lesson. (CJ)