An investigation of the relationship between informal interaction with students and the accuracy with which faculty members project students' perceptions of the institutional climate showed that "high" interactors consistently projected more accurate student ratings of the climate on a bureaucracy factor and less consistently predicted more…

Basic evaluation research of interim programs (concentrated curricular periods separated from the traditional semester) has employed three conceptual models. The three are identified, significant studies using them are outlined, and a fourth model is presented and recommended for use. (Editor/JT)

Describes the development of an evaluation system in which the instructor marks statements describing a student's work in a course. The statements are stored in a computer which produces the list on request. Implemented for two years, the system is considered more precise than letter grades and easier than evaluative paragraphs. (JT)

Instructors whose teaching was evaluated by students rated how applicable the evaluation items were to their classes. Results show that while weighting composite evaluation scores by means of faculty applicability judgments does not affect those overall scores, the distributions of certain items may be altered. (Editor/JT)

Dimensions of student academic self-concept were found to be significantly related to students' judgments of teaching, student interpersonal effectiveness being the most significant overall predictor of high school students' attitudes toward teachers and student's assessment of his academic abilities being the major predictor variable among…

A study analyzed the annual cost per student of each curriculum of selected community colleges to show the relationship between costs of vocational-technical curricula and common baccalaureate oriented curricula. Results support differential program funding to assure continued development of high quality vocational-technical programs. (JT)

A review of research shows that college students' anticipated or actual grades in class are positively related to their evaluation of courses and teachers but that overall grade point average seems unrelated. Teacher- or course-induced interest in the subject and perception of amount learned also show positive correlations. (JT)

An instrument to be used by students in evaluating faculty was developed with the major focus being 5 conceptualized interpretations of scales (factors) culled from other research on faculty evaluation (evaluation, presentation, preparation, personality, intellect). This instrument can provide information to instructors for the improvement of…

Longitudinal data on a national sample of undergraduates, along with institutional data, were used in a study of the College Science Improvement Program of the National Science Foundation. Among the findings: students in schools that had received COSIP grants were more likely to aspire toward the Ph.D. and to plan on doing research and were less…

Research indicates that planners of a program modeled after England's Open University must attend to individual differences much greater than those encountered in typical on-campus settings. (Author/PG)

Study attempts to link effective teaching with groups of teachers in diverse academic orientations. Findings indicate that a faculty member's teaching orientation has a relationship to his attitude toward the use of instructional techniques. (PG)

A survey of the University of Pittsburgh student participation in the 1970 election suggests that college students may not exert the independent political influence that many predicted. (Author)

Measures of teaching effectiveness, scholarly publication, and average salary adjustments were interrelated for a sample of 222 experienced college teachers. A moderate relationship was found between scholarly productivity and salary increases. Scholarly publication and teaching effectiveness were independent, however, (Author)

If the findings of educational research are to be more intuitively appealing, readily understood, and widely accepted, educational researchers should give better attention to the reduction of needless methodological complexity and to the improvement of conceptual clarity. (Editor)