A total of 14 four- and five-year-old girls learned to read two blocks of 12 words, each block consisting of (1) four words requested by each child (own words); (2) four words mentioned by Ashton-Warner as "one look" words for individual children (AW words); and (3) four words from the Scott-Foresman basal reader series (BR words). Measures of…

The primary goal of this project was to determine and evaluate the effects of exposing groups of poverty children to a model educational program for differing lengths of time. The results indicated that the children who participated in the Learning to Learn Program made significantly greater developmental gains than the control children who…

Four of the seven conference papers treating behavioral and emotional problems concern the Conceptual Project, an attempt to provide definition and evaluation of conceptual models of the various theories of emotional disturbance and their basic assumptions, and to provide training packages based on these materials. The project is described in…

Low achieving regular class and educable mentally retarded (EMR) special class adolescents from a white, low-income, urban district were administered the learning potential procedure and were interviewed to determine differences in their after-school, non-academic activities. Few differences were reported in the social interests and activities of…

The relationship between patterns of learning ability and the amount learned under different instructional conditions was studied. Scores for each of 44 Air Force trainees were obtained on several standardized tests of achievement and ability. Each subject then participated and was tested in five learning situations: (1) listening to taped…

A review of research on student note taking shows no evidence that note taking activities have positive effects on learning. Recent findings are presented which bring previous negative conclusions into question. Suggestions of further research needs emphasize types of note taking strategies and the use students make of notes. (JT)

In response to evidence of concern for student academic learning activities outside the classroom, the author discusses the implications for learning in four general settings in which faculty and students interact: gathering and evaluation of information, dissemination of information, faculty-student committee work, and personal relationships. (JT)

The effectiveness of an advanced organizer based on examples is compared with that of one based on counter examples. The counter examples strategy was found to be more effective for the unit on finite groups. (SD)

Describes the content, evaluation, and operation of a high school physics course intended for college bound non-science majors. Discusses some advantages and challenges of contract learning. (CP)

Children's academic performance was examined at the end of one, two, or three years of receiving prescriptive educational treatment. The project provided for individualization of learning from kindergarten through the third grade, and the children evidenced significant gains on standardized indices of achievement. (Author)

Recent research on the topic of effective teaching is reviewed in this article, with emphasis given to teacher behavior, research methodology, and directions for future research. (DS)

Provides guidelines and procedures for evaluating supervisory training programs. A four-stage evaluation process is presented. Process includes determining (1) participant's reactions, (2) knowledge and skills learned and attitude changes, (3) changes in on-the-job behavior, and (4) final program results. (CSS)

Describes the Learning Systems Approach used in a large multisection general chemistry program at Texas A&M University. The use of learning objectives, alternative learning resources, positive-attitude factors, future-oriented course content and student evaluation and performance are also included. (HM)

Investigates the extent of understanding of the logic of hypothesis testing by high school students, and whether this understanding is related to scholastic achievement or ability as measured by standardized tests. (Author/GA)

Compares the linguistic performance of the students in three grades exhibiting different levels of performance on five selected Piaget-type tasks, and identifies those tasks which differentiated significantly between the cognitive levels and the linguistic performance of the subjects. (Author/GA)