Introductory business classes, particularly those with a quantitative emphasis, can often serve as a barrier to students rather than as a gateway. This study looks at how study skills, aptitude, and external factors affect classroom performance. We examine whether, when, how, and how much students read their textbook. We also look at selected deep…

Teacher logs for 600 reading group sessions from grades 1, 3, and 5 were analyzed to identify whether the amount and mode of assigned contextual reading differed systematically between "good" and "poor" reading groups. Analyses indicated that groups comprised of good readers read more total words and more words silently than…

Investigated relationships among college students (N=76) science achievement, engaged time (observed and perceived), personal characteristics of academic aptitude, reasoning ability, attitude toward science, and locus of control. Among the results reported are significant relationships between engaged time measures and achievement, and between…

Determined relationships among teacher classroom management behavior, student engagement (N=269), academic achievement (N=570), and academic aptitude (N=649). Twelve indicators from Georgia Teachers Performance Assessment Indicators were used to measure teacher classroom management behaviors. Results, obtained during 2-week units taught by 30…

After adjusting for different background characteristics of students, effects on test scores were related to the length and type of test coaching programs offered. The data suggest that the test item types in the Graduate Record Examination General Test appear to show little susceptibility to formal coaching experiences. (Author/DWH)

Carroll's learning model accounts for variations in school learning with variables, which can be expressed in terms of time and achievement. Most aspects of the model have been confirmed. Ways that the model might be used to address current problems in education are considered. (Author/BJV)