This end-of-project report disucsses the procedures that the Dubuque Community School District followed in conducting research on learning the styles and conditions under which elementary school-aged children learn best. The testing program that was developed consisted of administering the Tests of Modality Aptitudes in Reading (TOMAR), the…

Described are components of Project FAST (Functional Analysis Systems Training) a nationally validated project to provide more effective educational and support services to learning disordered children and their regular elementary classroom teachers. The program is seen to be based on a series of modules of delivery systems ranging from mainstream…

Presented for classroom teachers and parents is an overview of information on learning disabilities. Covered are the following topics (with subtopics in parenthesis): defining the problem (causes, incidence, characteristics); assessment (physical assessment, intellectual potential, academic achievement, channels of learning); and informal…

The effect of individualized instruction programs on academic achievement and selected school related attitudes of elementary school children was studied. It was hypothesized that students in individualized programs would have significantly higher achievement scores, more positive attitudes toward school and self, greater self-direction, and…

Reported is a study of the efficacy of mutually aided learning in science, defined as the systematic and long term use of high school students in an instructional role in elementary school science classes. A group of five or six high school juniors or seniors served as instructors in an elementary school science class, with each high school…

Presents the objectives, course content outlines, and instructional strategies of an innovative science curriculum in the pilot phase at the Elyria High School. The program currently involves 125 students and a team of teachers and consultants. The program is centered around a series of "central learning experiences and "individual…

This report describes 10 projects that deal with effective and efficient methods of teaching and learning. "Communication Skills Improvement for Junior High Students" has three objectives: (a) to build increased interest in reading, (b) to provide assistance in developing reading skills, and (c) to provide teachers with various aids to…

Accountability is an outgrowth of rising demands by legislators and taxpayers that programs do actually achieve what they purport to achieve. This handbook is one of six summaries of workshops (see TM 000 138) on the development of solutions for evaluating the effectiveness of educational programs under ESEA Title III at all levels within the…

This profile of significant research findings comprises a framework for analyzing and synthesizing information on the cognitive development of children. The variables used to systematize the literature search were: perception; motor development; language; conceptual activity; and learning, memory, and problem solving. The findings are arranged…

The goal of this project was to develop a sequential program for the development of critical thinking skills that could be extended to all the elementary schools in the school district. The major objectives were: (1) to enhance teachers' ability to think critically, practice in their classrooms teaching strategies to develop pupils' thinking, and…

The Santa Fe Precision Teaching for Effective Learning, (PTEL) an ESEA Title III program, was selected as a remedial instructional approach to the performance and motivational problems of Santa Fe students. It proposed the following six major program objectives: (1) planning and implementation of start-up activities; (2) staff training in the…

This document describes the Leader Training Program (LTP) component of the Teaching Behavior Improvement Program (TBIP). The LTP was funded under ESEA Title III and was designed to train school-based inservice leaders to implement the TBIP in their districts. The document suggests possible grouping of participants, materials, equipment, physical…

Evaluated in a 3-year project were the effects of three different classroom settings (a graded open classroom with a resource teacher, a multigrade open classroom emphasizing individualized instruction, and two self-contained special education classrooms) on achievement, self-concept, and classroom behavior of 30-38 educable mentally retarded…