Presents the findings of an experiment conducted to determine the efficacy of the suggestopedia method (learning through suggestion, relaxation, and concentration) in teaching English vocabulary to 90 Spanish-dominant third graders. Reports that suggestopedia was found to be more effective than a control method for teaching vocabulary. (DR)

Identifies and measures process variables in the home environments of 84 fifth-grade students that might directly relate to their leisure reading behavior. Finds a direct linkage between socioeconomic status, home characteristics, and learning environment and children's reading habits. (DR)

Presents results of a study conducted to determine how changes in teachers' professional lives affect the quality of their work. During one year, four interviews were conducted with 24 teachers undergoing transitions in their assignments. Concludes that as teachers adapt to change, their performance may be temporarily affected. (DR)

Evaluates the effect of a comprehensive teacher training program in Instructional Theory into Practice (ITIP) on student achievement. Reports findings of two phases of a four-phase Follow-Through study. Achievement test scores indicate that students in the project made significant gains in reading and mathematics. (DR)

Examines data collected on the connection between second-grade children's conceptions of reading, reading group experiences, and success in reading. Notes consistent differences in the perceptions of high and low achievement groups' conceptions of reading. Finds a direct, if qualified, correspondence between student conceptions and experiences.…

Twenty-seven teachers participating in the KEEP program were interviewed to determine the extent to which they developed self-regulatory cognition and self-directed speech in response to stressful training conditions. Illustrates how self-speech and self-regulation accompany and aid the acquisition and internalization of new skills. (DR)

Using the results of three studies, this report compares the effects of a direct instruction strategy to those of basal approaches in teaching elementary mathematics. Results support a more direct approach to development that teaches students preskills, strategies, correction procedures, and methods of internalizing a strategy. (DR)

Investigates the manner in which five basal reading series portray older characters between 1975-1983. Examines the problem of negative and prejudicial portrayals of the elderly. Concludes with evidence to suggest that stereotyping of the elderly is reduced in current readers. (DR)

Reviews Laura Zirbes' long career with particular emphasis on her theories of progressive reading instruction. Suggests that she is a neglected but important figure in modern education. Examines the implications of Zirbes' work for contemporary progressive education. (DR)

Examines how school financial policies affect economic incentives and working conditions for teachers and how these policies might serve to make the teaching profession more attractive to new and experienced teachers. Particular consideration is given to the California public school system. (DR)

Reviews present labor statutes and examines three alternatives to current practices; proposes that teaching, by its nature, is not well administered by industrial standards or well adjudicated through industrial unionism. Suggests "professional unionism" as a means of effecting educational reform. (DR)

Examines ways principals can make more effective use of their central place in the professionalizing of teaching. Suggests that principals ought to create environments that enable teachers to discover their own skills and talents. Principals' support groups and centers can be helpful in facilitating this process. (DR)

Finds fault with federal and local attempts to improve and influence the teaching profession. Points out that federal and professional standards are fruitless or counterproductive in the absence of local organizations that can apply them in the classroom. (DR)

Suggests that the latest calls for educational reform have come from politicians, not educators, and warns that merit pay is an ineffective means of improving the quality of teaching. Points out that career ladders may work well as incentives, but only under carefully regulated conditions. (DR)

Explores the role of teacher evaluation and suggests ways professionalism might be achieved through the evaluation process. Recommends that peer review might be an important means of defining and enforcing professional standards in teaching. (DR)