The effects of four different instructional presentations of identical content on the achievement of 72 gifted seventh graders were evaluated. Ss were randomly assigned to four treatments, each with one replication: (1) independent study, (2) lower-order questions, (3) higher-order questions, and (4) divergent-production questions. Eight teachers…

This article presents elementary social studies teachers with examples of children's literature that can be used to teach about children's rights as they were declared at the UN Convention on the Rights of the Child. Five books are summarized for younger audiences, and four are reviewed for older readers. The author also describes a recent…

Seventy-one college students were taught probability and statistics for one month by one of three methods: MP, manipulative-pictorial; P, pictorial; and S, symbolic. Analysis of variance yielded significant differences (p.05) between treatment groups for selected subtests of an achievement test and generally favored MP and P over S.

Discusses nine articles dealing with area study and gives hints for treatment of various topics within the field of area studies. (Text is in German.) (IFS/WGA)

Learning styles of female students at the kindergarten level are studied. The author also discusses how a carry-over of this childhood learning style can affect a females college performance. Implications for teaching are presented. Availability information is given in SO 504 073. (Author/RM)

Concludes that male tutors effect greater gains in the reading achievement of Mexican American boys than do female tutors. (RB)

THE LOW ACHIEVER FREQUENTLY POSSESSES A MEAGER BACKGROUND WITH RESPECT TO EXPERIENCES THAT NOURISH ACHIEVEMENT IN SCHOOL. WHILE SCHOOL SUCCESS IS NOT RESTRICTED TO ANY ONE SOCIAL OR ECONOMIC GROUP, LARGE GROUPS OF LOW ACHIEVERS ARE USUALLY FOUND IN LOW ECONOMIC, DENSELY POPULATED AREAS OF THE CITY WHICH CONTAIN A MIXTURE OF MINORITY AND ETHNIC…

The effects of two instructional modes, small group and lecture, were compared in remedial mathematics classes. Sex differences in achievement were also analyzed. Results include: small group instruction had a significantly greater positive impact on achievement than did lecture; females did significantly better than males on posttests in two of…

A conceptual framework for instructional design is introduced which includes three major components: task analysis (involving dimensions such as objectives, skills, and subject matter structure), learner analysis (concerned with variables such as age, population, and group characteristics), and means analysis (involving the selection of…

From 180 primary children of varied backgrounds half were selected for instruction in conditional logic by means of an audio-tutorial method. At the termination of 15 weekly lessons the experimental students did no better than the control students on our individually-administered conditional logic test ("Smith-Sturgeon Conditional Reasoning…

Studies of beginning reading sponsored by the U.S. Office of Education indicate that teachers, not methods, account for the major differences in the results of instruction and that reading instruction can be improved via combinations of methods. Consequently, teachers should be free to select materials and methods most appropriate for children for…

The purpose of this project was to develop new information and analyses that would contribute to development of a systematic understanding of cognitive structure, including its acquisition and utilization during problem solving. Experimental and theoretical work was done on three specific problems. (1) Studies of individual differences and effects…

Psychological labels are too often used by educators as a justification for ignoring student problems, rather than taking steps to help solve them.

In this interview, James Block explains the model of mastery learning, developed by himself and B. Bloom, according to which individual differences in academic ability are lessened by appropriate teaching methods. (GW)

Student performance in a Programmed Achievement (PA) condition, requiring weekly quiz mastery, and in a Standard Control (S-C) condition, with no mastery requirement, was compared. PA students showed higher performance on weekly quizzes and a major exam. PA females increased more rapidly than PA males, but S-C males and females were similar.…