This study focused on the operational skills and conceptual understandings of videotex likely to be developed in a school setting. The sample was an eighth grade science class. Conclusions are discussed in terms of guidelines for planning in-school applications of videotex.

The purpose of this study was to examine and describe the types of questioning strategies used by teachers of elementary level exceptional students during reading instruction, the types of responses by students, and the relationship between teacher questioning and student response. Results are compared to teacher effectiveness research and…

This study examines the impact of a school visitation program at the Tel Aviv Museum on the artistic perceptions of fourth graders. Nine randomly selected classes and four control classes were studied; cognitive and affective perceptions of modern art were measured. The results and their implication for museum visitation programs are discussed.…

Describes a course at Southern Methodist University's School of Business Administration in which student's design their own learning program. (CB)

In this study of elementary school children's responses to two children's books, a participant-observer presented reading material to the children and studied their reactions. Spontaneous responses and variations in solicited verbal responses at different age levels and the implications of nonresponse are considered. (PP)

Researchers analyzed the responses of second-, fourth-, and sixth-grade students who read three fables, and traced the relationship between grade level and stage of moral development. The children reflected different stages of moral development. The use of fables to elicit responses to moral questions is discussed. (PP)

Studies involving puzzle-solving in competitive, cooperative, and individual settings demonstrate that children's reactions to their own and other's success and failure are strongly influenced by the reward contingencies offered. Reward structures have different implications for children differing in self-concept level. Implications for the…

Studies comparing the reading, mathematics, and language arts achievement of retained students with the achievement of promoted students are analyzed, using meta-analysis. Overall, research indicates that retained students fall behind the first year of retention and spend the rest of their academic careers in a vain attempt to catch up. (PP)

Summarized are three studies which used the Barclay Classroom Climate Inventory to measure the psychological and social-affective impact of six different classroom settings and a specific mainstreaming procedure on 240 educable mentally retarded and learning disabled pupils. Implications for mainstreaming and placement decisions are drawn. (SJL)

This paper reviews the function of literary allusion and examines how this device helps readers relate to texts. Questions are raised about children's ability to understand allusions, particularly Biblical references. Suggestions for research to improve understanding of the role of allusions are given. (PP)

This paper describes different approaches that have been used in research on reading, and reports on a study of reading comprehension in fourth-, sixth-, and eighth-grade students. Findings confirm that there are distinct age-related developmental levels in children's comprehension of literature. (PP)

Acknowledged experts described what they believed the content and educational outcomes of sex education programs in the schools should be. Exemplary programs, selected on the basis of their views, are identified and discussed. In addition, student and teacher response to one program is analyzed. (PP)

To provide a framework for describing how children respond to picture books, first and second grade children were observed over a 10-week period. Variations in the responses of individual students, changes in their reactions over time, and the importance of considering the context of a response are discussed. (PP)

The impact of high school and college students' prior knowledge of literary and social conventions on their attitudes toward fictional characters is examined. Differences were found in attitudes toward the teaching of literature and in evaluations of a fictional teacher's behavior. A model for research in this area is proposed. (PP)