Research indicates that a high-quality, full-day kindergarten experience is a crucial component to setting students up for ongoing academic success, yet vast differences exist in the quality of kindergarten programs and how they are funded across the states. As states continue to develop strong pre-kindergarten (pre-K) programs, many are also…

Presents data from a study investigating whether pupil involvement in tasks was different for high, middle, and low achievers. Results of the study are presented in nine tables. (BR)

A study of 11 Wisconsin elementary schools determined: (1) how much whole group time occurred in each grade level within all the schools; (2) the impact of pullouts (students withdrawn from their self-contained classrooms) on whole group instructional time; and (3) areas of the curriculum most affected by pullouts. (MLF)

Examines the implications of applying the queuing theory to three different reference situations: (1) random patron arrivals; (2) random durations of transactions; and (3) use of two librarians. Tables and figures represent results from spreadsheet calculations of queues for each reference situation. (JMV)

Even though many European and Japanese students spend as many as 8 hours daily and 220 days yearly in the classroom, 661 American superintendents believe the present U.S. average--6 hours and 180 days--to be adequate, raising questions about their potential support in changing the system. (KS)

Presents a composite picture of doctoral programs in schools of library and information science that updates and supplements two earlier studies of doctoral programs. Highlights include levels attained on admissions criteria, time taken to complete the program, methods of choosing doctoral committees, and positions held by graduates of doctoral…

Describes a study of undergraduates that was conducted to examine the equivalence of the mode of administration using the paper-pencil and computer-based versions of the Strong-Campbell Interest Inventory. Differences in scores are discussed, time taken for the inventories is studied, and further research is suggested. (Contains 16 references.)…

Describes performance criteria for users of computer assisted instruction (CAI) that are used to provide users with feedback about their performance relative to other users. This study evaluated 146 novice users on their percentages of correct responses, time required for completion, and number of times the CAI tutorial was performed. (LRW)

This study measures performance frequency of leadership tasks of approximately 20 percent of Colorado's principals. Principals most experienced do not differ from others on the frequency assessment scale, yet spend more time on instructional leadership activities, which range from teacher support (professional growth opportunities, rewards) and…

Description of 17 experiments on effects of headings in written text focuses on heading position and form and nature of task (free recall, searching unfamiliar text, and retrieval from familiar text). Results indicate heading position had no effect but both heading forms aided recall, search, and text information retrieval. (MBR)

Describes study of elementary school students that investigated the use of computer-based pointing devices. The time required to move to a target and the type of input device are examined, the applicability of Fitts' law is discussed, and the impact of input devices on processing rate is examined. (27 references) (LRW)

Discussion of how we perceive meaning from graphics highlights a computer simulation model, UCIE (Understanding Cognitive Information Engineering), that simulates graphical perception. An empirical study is described that compared actual performance to UCIE predictions related to the amount of time required to answer a question in various…

Describes research that investigated the effectiveness of computer-based instruction (CBI) in support of mastery learning based on a study of 333 undergraduate students who used a CBI system called Management Information Systems Tutor (MIST). Student performance and time on task are examined. (Author/LRW)

This study was designed to determine whether systematically designed text augmented with compressed speech could increase the number of objectives achieved and reduce the amount of learning time needed for mastery of the objectives. Subjects were 78 students from 5 Florida schools with vocational education programs. Their reading levels ranged…

Sixty students in 10 classrooms in 5 high schools were extensively observed over a 10-week period during the fall semester of 1982. Based on pre- and posttests to measure achievement gain on algebraic objectives and change in attitude, the study investigated the relationships between student achievement and variables of student behavior,…