Students showed more positive self concept and increase in reading and mathematics achievement as a result of behavioral counseling learning techniques. (Author/CJ)

An investigation was conducted with 200 first-grade students to determine whether language is a major factor in conservation of number experiments. It was concluded that language was not a major factor. (RP)

Highlights a research study indicating that children can spontaneously impose linguistic structure on their communication, even in the absence of a conventional linguistic environment. Subjects (16- to 50-month-old deaf children) had normal social environments but severely restricted language environments because of their disability. (JN)

Discusses research focused on characteristics of children's TV commercials, the relationship between commercials and children's learning and reasoning, and effects of commercials on children's language, attitudes, and beliefs. (Author/RH)

Indicates that children acquire the abilities of adults and an adult mode of life when they act out the world around them through play. Suggests that children should not be deprived of play time because it increases their cultural awareness as well as their physical development. (DB)

This article presents a report on student effort in economics courses based on time and the efficiency of its use. Information is presented on explanatory variables in each of the several learning models tested, theoretical basis for recent empirical student learning, definitions of student input, and the student-choice model proposed by Richard…

Describes a program to heighten self-esteem, interest in school, and creativity of gifted/talented children. Identity, inquiry, and interaction are presented as primary motivations to learning. The curriculum includes group sessions to foster self-image development, a media center to stimulate inquiry and eliminate boredom, and activities to…

The article describes a study to determine how instruction on the distinction between two theoretical ideas will affect the intake, interpretation, and recall of new information related to but different from the first. (Author/SB)

After reviewing the purposes and methods of educational research, the author outlines the areas of basic research relevant to arts education: cognitive and developmental theory, learning, and teaching as a human interaction. He briefly considers the role of the National Institute of Education in delineating and supporting research. (SJL)

Examines if the same five bipolar factors that appear for the ideal role concepts of public school teachers also appear for parochial school teachers. Results indicated that parochial and public school teachers have similar factor structures, although there were significant differences in several factors when comparing scores. (Author/RC)

Presents two evaluation approaches that can be adapted to a variety of programs: measuring learning and measuring behavior change. Both methods, the measurement of what was learned in a program and the assessment of changes in behavior following a program, can strengthen program evaluation. (MF)

The goal of the study is to describe the development and validation of a cognitive development test. The test fulfills the criteria of (1) logical equivalence of test items and the mental logic of Piagetian tasks; (2) reliability and validity of the group measure; and (3) efficient, objective assessment. (RE)

Differences in approaches to research into student learning are analyzed in terms of differences in the conception of six aspects of the research process. It is argued that underlying various strategies there is a variation in perspective, description, conceptualization, relations of categories, comprehension, and application of findings.…

This paper describes some of the myths on training lecturers in mathematics, discusses briefly the nature of teaching and learning, and suggests some ways of analyzing the tasks in teaching and learning. (Author/MK)

Discusses the existing design of some undergraduate physics courses, and outlines the general aims which will give the development of a physics curriculum a definite direction and approach. (GA)