The Kindergarten Music Program (KMP) is one of several instructional systems currently under development at the Southwest Regional Laboratory for Educational Research and Development. The purpose of this article is to describe the evaluation procedure and the concomitant results of the first version of the KMP. (Author/RK)

Compares the test scores on musical achievement of children in Hoboken (N.J.) with those of children from deprived and advantaged homes in cities in the Midwest in a previous study. (RJ)

Describes a teaching device, computer-controlled, that is used in the U.S.S.R. as an introduction to the elements of piano playing. (Author/RK)

This study has a two-fold purpose: (1) to examine career patterns of music faculty in institutions accredited by the National Association of Schools of Music (NASM), and (2) to determine how these faculty perceive the importance of selected determinants of job choice as they to mobility. (Author)

Author attempted to relate research in the area of musical studies with Leon Kamin's research with animals. The experiment with human subjects set out to measure the presentation of auditory stimuli without punishment as an indication of memorization processes. (RK)

The objectives of the study were to determine (1) whether contingent music listening would significantly increase correct responses to mathematical problems compared to other activities and reinforcers, and (2) whether there are significant differences between the reinforcing effects of two types of music listening activities. (Author)

This study was undertaken in order to sensitize music educators about possible directions for continued improvement of undergraduate music education programs by concentrating on the relationships between curriculum development and teacher education. (Author)

The first rural settlement school in the United States was the Hindman Settlement School, established in 1902 in the county seat of Knott County, Kentucky. It set the pattern upon which many other schools chartered their development and helped the continuation of the music culture of the mountain people. (Author/RK)

An observation system was designed to describe cognitive aspects of teacher discourse that could be related to ATI interactions. Twelve videotaped lessons were analyzed using the system; 13 of 19 categories had correlations greater than .70. Percentages of discourse for the four eighth-grade teachers studied are presented. (MS)

A 30-minute lesson on exponents was taught to 249 fourth graders assigned randomly to groups of 1, 2, 5, or 23. Students in the smaller groups had better attainment of ten objectives than did those in the group of 23. Individual instruction was better than instruction in groups of five. (MS)

Three strategies were used to teach 39 community college students about partition of a set.'' Mean achievement of the Exemplification group on the exemplification test was significantly greater than the average of the means of the Characterization-followed-by-exemplification group and the Characterization-preceded-and-followed-by-exemplification…

After practice in making cross-section cuts on four solids, 90 sixth-, eighth-, and tenth-graders were tested on ability to select appropriate drawings for designated cross sections. Sixth graders had significantly lower mean scores than upper graders; boys scored significantly higher than girls; lower-ability students generally scored lower. (MS)

This critique points out some possible limitations of a previously reported study on the relative efficacy of two feedback modes during CAI instruction. Researchers are cautioned about using results to suggest classroom instructional practices. See also SE 508 622. (LS)

The author answers the questions posed in a critique of his previously published study on the relative efficacy of two feedback modes during CAI instruction. Details which were originally omitted due to lack of space are provided for further clarification. See also SE 508 621. (LS)

Data from 192 eighth graders who had a mathematics lesson and success/failure treatment were analyzed. Results on measures of mathematics performance and mathematics test anxiety were not significant. Analysis of covariance with intelligence as a covariate indicated that test anxiety was marginally significant in mathematics learning. (MS)