The fraction concept was analyzed to yield 16 subconcepts which are hypothesized to be hierarchically ordered. This ordering was tested using subjects in grades 4 through 6, and 18 of 23 dependencies hypothesized were confirmed. (SD)

Two methods of adding columns of single digits were compared in terms of the speed and accuracy with which sums are produced. The direct method (successive addition) was found to be better than the method of looking for combinations which sum to ten. (SD)

The effects of several variables on the ability of students to solve open sentences involving multiplication and division were examined. The variables considered were sex, grade level, position of the unknown in the sentence, and operation. (SD)

This study examined the effects of using materials, modeled on programmed instruction, in which questions were posed after each paragraph. It was found that average and below average students studying matrix algebra benefited significantly from the experimental treatment. (SD)

When two methods of transforming numbers from one base to another were taught sequentially, the first interfered with learning of the second. (SD)

Four methods of teaching algebra to educationally disadvantaged students entering college were compared. (SD)

The author argues for a broader view of research and theory development of teaching and social studies curriculum beyond the empirical-analytic approach. (DE)

The author critiques the research alternatives of the previous article. See SO 504 794. (DE)

The author responds to the critique of his research in the previous article. See SO 504 794 and 504 795. (DE)

A social studies curriculum for adolescent mental patients which studies the microcosm and social issues of the mental hospital is described. (DE)

Student characteristics of verbal ability, sex, socioeconomic status, educational expectation, and age were tested as predictive of students' ability to use evidence in testing statements and hypotheses. Of the five predictors, only verbal ability contributed significatly to prediction. (Author/DE)

The Study examines the influence of student community-involvement on raising the level of student interest in social and political activities. (Author/DE)

Research related to the use of advanced organizers is reviewed. Four hypotheses are generated including the notion that advanced organizers may be most effective when structural integration is a problem. (SD)

The effectiveness of four types of advanced organizers for a lesson on motion geometry was analyzed. The types of organizers were: (1) single application, (2) several applications, (3) single concrete model, (4) several concrete models. Results showed that advanced organizers can be effective under some conditions. (SD)

This study examined the effectiveness of an organizer when used before versus after a unit of study. It also investigated the effects of type of unit (hierarchical or spiral organization) and students' ability level on the usefulness of advanced organizers. (SD)