The authors examined the effectiveness of strategy instruction taught by general educators in mixed-ability classrooms. Specifically, the authors compared the mathematical word problem-solving performance and computational skills of students who received schema-based instruction (SBI) with students who received general strategy instruction (GSI).…

Three variables: subject area, day of the week, and academic activity, were examined to determine whether pupil involvement in academic learning activities is an indicator of pupil learning. Differences were found in each variable, implying that more effective use of allocated instruction time will increase academic achievement. (JD)

High individual accountability did not show significant positive effects on learning when compared with cooperative reward conditions. (JD)

In a study of seventh graders playing concept and skill games in mathematics, it was found that grouping students according to prior achievement did not make a major difference in their learning. (JD)

Notetaking and rereading improved college students' recall of text material, but summarizing passages without reference to the original text did not. (Editor)

A high degree of classroom activity relevant to the lesson content positively influenced achievement in high school algebra lessons. (Editor)

The relationship between teachers' use of class time and student achievement, behavior, and attitudes was examined in a study of 102 English and mathematics classes in 11 junior high schools. Time use had a measurable effect on student achievement and attitudes in mathematics classes, but not in English classes. (Authors/PP)