This article describes a meta-analysis of 75 comparative studies of an innovative method of college teaching, Keller's personalized system of instruction (PSI). The analysis establishes that PSI generally produces superior student achievement, less variation in achievement, and higher student ratings in college courses. (Author)

Generally speaking, educational books and journals have continued to support innovations, such as individualized instruction and non-punitive grading, while the nation's news media, television programs and the public itself appear to be disenchanted with the results of the educational establishment's emphasis on affective rather than cognitive…

While the practice of students evaluating their instructors has become common in many institutions of higher learning, and properly so, care should be taken that instructors who use both objective and subjective formats in their classroom testing not be disadvantaged as a result of this. (Author)

The differential effects of computer-assisted instruction for high-achieving and low-achieving students were examined for seven elementary students of varied background. Higher-achieving students were more able to adjust to the requirements of computer work and to derive benefit from it than were lower-achieving students. Implications for teaching…

The traditional approach toward teaching spelling was compared with a copy, cover, and compare approach for 9 special education (learning-disabled) students in grades 4, 5, and 6. Spelling performance improved in the copy, cover, compare condition; and students preferred this approach. (SLD)

Compares a structured phonics method with a child-centered language experience approach to teach beginning reading in kindergarten. Finds no difference in achievement between the two groups. Finds that children evidenced more motivation and social interaction related to language activities in the language experience approach. (KEH)

Compares preferred learning styles of Anglo and Hispanic college students. Finds no significant differences in learning style preferences. Argues that while no particular teaching methods are especially appropriate for Hispanics, teachers should be aware of the mixture of learning styles and use a variety of teaching methods. (RS)

Briefly describes the differences between specialized foreign language schools and ordinary general education schools in the Soviet Union. The changes currently taking place in the organization of English language teaching in schools in the Soviet Union are discussed. (22 references) (Author/CB)

A study investigated whether Biglan clusters of academic disciplines (hard/soft, pure/applied, life/nonlife) could be used to explain disciplinary differences in college student ratings of instruction. It was found that Biglan clusters do not explain the differences, many disciplines still emphasize knowledge acquisition over higher-order skills,…

Describes a study of the effects of small group instruction on the academic performance of underprepared minority college students enrolled in orientation courses. Students were placed in groups of four to engage in task-process oriented activities, while control group students received traditional lecture-oriented instruction. Finds higher scores…

Comparative effectiveness of two instructional methods, one based on situated cognition and the other a traditional classroom-based presentation, were studied with 49 4th graders being instructed in map skills. Advantages of the situated cognition approach are demonstrated. (SLD)

Compares five textbook courses designed to teach Turkish. All proved disappointing with respect to course content but were well laid-out with good quality cassette recordings. The courses reviewed indicate how little consensus there is over what should go into a beginner's course. They also lacked appropriate milestones for the learner to evaluate…

Compares two models of game instruction: the technique model and the "games for understanding" model. The analysis indicates that the second provides a more feasible way of teaching strategic decision making for game players. Includes discussion of various theories that contrast the two approaches. (JB)

To clarify what it means to teach mathematics for understanding and to learn mathematics with understanding, an interactional analysis of video recordings of two lessons in elementary school classrooms is presented. The two classrooms illustrate two distinct classroom traditions, in which mathematics was learned with and without understanding,…

Seventy-eight families with child diagnosed as oppositional-defiant or conduct-disordered were randomly assigned to basic videotape parent skills training program (GDVM) with or without broader-based, videotape treatment component (ADVANCE). Both groups significantly improved at short-term follow-up. ADVANCE produced additional significant…