A central problem of psychological research in education is to determine how to make learning more effective and productive. A psychological theory of educational productivity is summarized, the syntheses of the evidence relevant to the theory is discussed, and prospects for educational policy and subsequent research are presented. (Author/MLW)

Discusses the meaning of change, purposes and models for measuring it, matching models to purposes and types of data, and using more than one model to measure change. Twenty-one references are listed. (Author/MBR)

Discusses theoretical models of the composing process and summarizes major related research. Indicates ways to help students with the planning and revising components of the process and suggests writing experiences that do not increase the number of compositions teachers must read and evaluate. (RH)

Presents a tongue-in-cheek system for classifying educational administrators into four categories (Artful Dodger, Commander in Chief, Leader of the Pack, and Facilitating Master) according to leadership style and administrator characteristics. A brief sampler survey is included. (JAC)

Describes and evaluates a five-phase training model which facilitates practitioners' choices in regard to model selection by providing an opportunity to compare their own therapeutic belief and action systems with those of family therapists oriented to one of three historically prominent models of family therapy. (WAS)

Arrays are seen as excellent models for beginning multiplication examples, but that they are often put aside by teachers when they become unwieldly for greater factors, possibly depriving learners just when they need the help. The use of grids made on paper marked in squares is suggested. (MP)

The model described, which views the learner as a resource-limited system that has to transform instructional information, includes six factors for expected success. Although based on microscopic psychological theories, it can be applied at more macroscopic levels of analysis by increasing the size of instructional units. Five references are…

Concepts and conceptual analysis are viewed in examining basic differences between types of questions. Six techniques used in the inquiry of concepts are: (1) isolating questions; (2) model cases; (3) contrary cases; (4) counterexamples; (5) related cases; and (6) invented cases. (JN)

The author describes an assessment model which applies a databased, criterion-referenced formative testing approach to define learning problems, determine teaching strategies, and evaluate progress in learning disabled students. Three case studies illustrate the procedures for implementing the approach. (SB)

The generalizability of student evaluations of college instruction is analyzed and generalizability theory data collected in a common design is applied. Results suggest that use of student evaluations of teacher effectiveness may lead to decisions based upon undependable data. (Author/GK)

Recognizing that community acceptance of potential juvenile justice treatment programs often determines the success or failure of the programs, an assessment model was developed to assist in policy planning. The procedure applies the tenets and methods of subjective expectancy utility models. (Author/GK)

Reviews previous work in training observers for collecting observational counseling data. Outlines a nine-step Systematic Rater Training Model, which includes overview and contract, concept presentation, stimulation, modeling, passive discrimination, active discrimination, production, transfer of training to performance, and ongoing evaluation.…

Describes the use of literary models, exemplified by scientific discourse and popular folk music, in a composition program. (AEA)