The Lognormal Response Time (LNRT) model measures the speed of test-takers relative to the normative time demands of items on a test. The resulting speed parameters and model residuals are often analyzed for evidence of anomalous test-taking behavior associated with fast and poorly fitting response time patterns. Extending this model, we…

A single subject alternating treatment design across three student-teacher dyads was used to investigate the comparative impact on student academic engaged time of three opportunity-to-respond (OTR) strategies: guided notes, class-wide peer tutoring, and response cards. Participants were three high school students with disabilities with noted…

Three experiments were conducted involving five people with profound multiple disabilities, to determine whether variations in alertness affected subsequent responsiveness to training programs. Findings suggest that existing levels of alertness do not indicate how individuals will respond during training and that alertness actually can be…

THE OBJECTIVE WAS TO DETERMINE HOW A PARTICULAR CLASSROOM BEHAVIOR WOULD APPEAR WHEN IT WAS VIEWED FROM FOUR EVALUATIVE FRAMEWORKS--DEVELOPMENTAL, MENTAL HEALTH, SUBSTANTIVE LEARNING, AND GROUP PROCESS. THE FIRST STAGE WAS DEVOTED TO THE DEVELOPMENT OF FOUR SCHEDULES FOR USE IN SIMULTANEOUS OBSERVATION OF THE SAME SAMPLE OF CLASSROOM BEHAVIOR. IN…

Proposes concept of the Teacher Value System as explanation for the phenomenon of students in foreign language classroom producing nonsensical utterances. Argues that these statements are product of particular patterns of teacher behavior. Believes this explanation affords insight into some prerequisites for communicative teaching. (Author/BK)

Student's perceptions of the faculty advising process were found to be relatively undifferentiated, emphasizing student's reactions to perceived social skills of advisors, with minimum awareness of technical functions. This view was contrasted with faculty perceptions, which are more complex. Implications for training and evaluation are discussed.…

This article takes up what people might learn about resistance and surveillance by looking at how students at a Bronx, New York, high school have responded to security initiatives recently imposed on them. It discusses three responses: the protest; tactical avoidance; and what the author calls emergent participation. The author addresses each of…

This study was designed to assess listeners' ability to judge a taped speaker's age and to measure the extent to which personality ratings are affected by perceived age. In two experiments, undergraduate subjects demonstrated that speaker age can be reliably estimated over a wide age range for both female and male voices. (Author)

The present study was an attempt to investigate possible ways that the institution, and particularly the student personnel and counseling staffs, could provide some help to students who experience serious problems in dealing with their grief reactions. (Author)

Interaction Analysis for Vocational Education (IAVE) expands the Flanders Internaction Analysis System (FIAS) by adding three new categories: (5A) Demonstrations, (7A) Correction, and (8A) Practice which enable vocational teachers to accurately analyze the interaction in the vocational laboratory even during lessons involving psychomotor…

Discusses the interaction, beyond the normal instructional scope, of elementary school students and their teachers with the emphasis on sex role behavior, reward seeking, and the differences in learning problems of boys and girls. (RK)

THE HUMOR PREFERENCES OF DICHOTOMIZED GROUPS OF HIGH SCHOOL STUDENTS (SPECIFICALLY, CONFORMISTS AND NONCONFORMISTS) WERE STUDIED TO DETERMINE SIGNIFICANT DIFFERENCES AND TO ESTIMATE THE DEGREE OF RELIABILITY OF RESPONSES TO A HUMOR PREFERENCE INVENTORY. A TOTAL OF 111 MALE SOPHOMORE STUDENTS IN HIGH SCHOOL IDENTIFIED BY THEIR RESPECTIVE HOME ROOM…

Educators, by making aspects of school other than academic achievement desirable, can motivate children to achieve in diverse areas. We need not, and we must not, limit the feeling of school success to the top two-percenters in academic accomplishment. (Author)

Assessed effects of orally presented storybook models on preschool children who were asked to perform a related achievement task. Results indicated that children given one exposure to the model did no better than controls, although story recall did correlate with task solution. Repeated exposure produced uniform retention. (Author/JAC)