Overall, subjects performed significantly better on items which corresponded to the objectives they had been provided; subjects had previous experience using instructional objectives. (Author/SP)

Students given evaluation level objectives did as well on relevant and incidental learning as did a control group, while those given knowledge level objectives achieved less incidental learning at the evaluation level. (Editor)

This looks at studied the effects of cognitive and behavioral orienting activities and practice on learning of cued and uncued information by 54 ninth-grade students. Variables are orienting activity, student ability, content cueing, and practice. Results are presented. (Author/MT)

The conclusion of this study involving a treatment group and a group receiving no treatment was that teaching faculty could grow significantly in knowledge of teaching objectives, behaviors, skills, and processes in a training program. (RC)