The results of analyses of college-bound versus non-college-bound rural youth on tests and personal data available on the IBM cards in the Office of High School Testing at the University of Illinois are presented in this report on the second part of a 3-part study on the educational needs of rural youth. The data on IBM cards for 2,326 juniors and…

A teacher assessment system is presented which holds that there is no ideal teacher and that to maximize the potential of an individual during a teacher education program, each candidate must be known as a unique person. This system has the following characteristics: (1) design for administration through a central office, and (2) need for a…

A report of the University of Delaware's Committee on the Evaluation of Teaching Effectiveness, recommended that the University Impact Study develop a program for assisting departments in measuring change in student knowledge, values, and abilities. The present report examines the relationship between the cumulative grade point average, an…

The purpose of the Tutorial Assistance Program evaluation was to determine the impact of tutoring on student achievement and academic abilities. Three questionnaires were completed by 178 males and 163 females at the University of Texas at Austin who received tutoring in the 1975 spring semester. One questionnaire was completed prior to tutoring…

In a study on the effects of labeling, 78 fourth-grade Ss from a rural school containing an integrated special-education program viewed one of two videotapes that depicted a child demonstrating various kinds of academic and social behavior. (Author/PHR)

Describes the way that the Diagnostic English Test (DET), a writing skills laboratory, and a basic journalism course combine to monitor, correct, and improve journalism student writing ability while keeping journalism program standards at a consistent level. (RL)

Describes teaching methods used in an English program for a heterogeneous group of students. (RL)

In this study, the response of peers and teachers to children who differed in the extent to which their self-concepts included traits which children view as masculine or feminine is examined. Among boys, relative masculinity was associated with a distinct pattern of classroom behavior to which women teachers gave negative evaluations. (Author/WI)

How we deal with students in a classroom either abets or detracts from a student's self-image, greatly influencing the ability of a student to learn. Problems of self-image in the classroom and the teaching of literature are the same in that they both center on the need to appreciate in different ways. (Author/EB)

Construct validity of Survey of Reading Attitudes was investigated through a principal-factor analysis of the 88 items comprising the scale, along with measures of scholastic aptitude and reading skills (vocabulary and comprehension). Sample included 600 students selected so that 200 were obtained from each of the three intermediate grades.…

Goals for educational attainment were studied in eleventh grade students. The males aspired to and expected higher levels of attainment. At higher aspiration levels, the discrepancy between aspiration and expectation was greater for females. Both socioeconomic background and academic ability had a greater effect on educational ambition for males.…

While many teachers view the current trend in education toward more formal methods of assessment with considerable anxiety, there seems to be little coherent expression of the part that assessment should play, and the form it should take. Outlines an approach to assessment that seems appropriate and supports educational requirements in a primary…

Reports that results of a 12 year survey of student grade averages and student knowledge indicate that students entering college today are less knowledgeable than the 1967 student, but have higher high school grade averages. (SL)

Provides a rationale for the use of writing as a learning vehicle in the teaching of history. Also provides some practical guidelines illustrating how such a writing/history model might be developed. (Author/JK)

Identifies the characteristics of a slow learner and gives a basic philosophy and techniques for teaching the slow learners in social studies. Includes a list of 11 tips for teaching slow learners and offers a lesson format designed for their instruction. (AEM)