There seems to be much justified scepticism about the value of learning theories and educational research when applied to the complexities of student learning. Discusses some insights provided by educational and psychological research and its practical value for lecturers and students in higher education. (Author/RK)

This paper deals with two fundamental problems that are embedded in the evaluation of school practices: (1) attributing value to outcome measures, and (2) attributing outcomes to particular practices. Ways of generating evidence regarding the value of an outcome are discussed, particularly longitudinal research that clarifies the causal relations…

THE EXTENT TO WHICH SCORES REPRESENTING PUPILS' STATUS ON CERTAIN DEVELOPMENTAL FACTORS PREDICTED THEIR ACHIEVEMENT IN READING, ARITHMETIC, AND THE MEDIAN OF A BATTERY OF ACHIEVEMENT TESTS WAS PRESENTED. THE STUDY COVERED A PERIOD OF 4 YEARS DURING WHICH THE SAME PUPILS WERE STUDIED IN THE THIRD, FOURTH, FIFTH, AND SIXTH GRADES. STUDIES OF THESE…

Major findings from both the research effort in early education and the prekindergarten experiments undertaken by the School District of University City are summarized briefly in this report. The research effort began in 1963 upon receipt of a three-year Ford Foundation Grant. As a first step, a survey was conducted among teachers to identify…

This report briefly summarizes the educational progress of a sample of children who took part in one of the earliest Head Start programs (1966). The report addresses the following questions: (1) Was participation in Head Start a factor in preventing retention in grade and/or special class placement? (2) Were there differences between Head Start…