This discussion asserts that there is no significant difference between traditional instruction and remedial/developmental instruction in improving the academic achievement of skill-deficient students. Because the cognitive style of each learner reflects how learning tasks are approached and completed, matching strategies are needed that deal with…

This third in a series of six learning modules on instructional evaluation is designed to give secondary and postsecondary vocational teachers help in evaluating student affective performance and developing items and/or devices for assessing affective performance. The terminal objective for the module is to assess student affective (attitudes)…

The adult students who are the subject of this report bring a different orientation with them to the study of language than does the typical adult immigrant or foreign student of English. This former group may be engaged in foreign language study in order to satisfy a college level language requirement or as part of a continuing education or…