An annual review of papers that fall into three categories: empirical studies, conceptual papers of direct relevance to future research, or reviews of research literature. Topics covered include assessment, vocational choice, job search, career patterns, motivation, work outcomes, and interventions. Notes research trends and the broadening…

An ethnographic study of instructional processes in a college class resulted in identification of the instructor's roles and various teaching methods. Positive classroom dynamics were found to be related to the instructor's willingness to help students comprehend difficult lessons. (JN)

A study of 14 students in a business administration course shows that peer teaching and peer evaluation may enhance student motivation, satisfaction, and achievement. Learning about oneself is found to be a valuable outcome of peer teaching. Student involvement in determining evaluation criteria is encouraged. (MSE)

Ways of giving students specifications to design computation exercises are revealed. Pupils are seen to benefit from the pride of ownership and familiarity with the vocabulary in developing word problems. (MP)

This paper argues that the one-sided nature of assessment alienates pupils, especially the less able. Although largely a theoretical analysis, it presents some findings from a preliminary study set up to examine the motivational effects of pupil self-assessment. (Author/SJL)

Successful placement of vocational graduates depends on the actions and motivation of the graduate. Vocational educators must teach students how to (1) broaden their employment potential; (2) locate potential places of employment; (3) secure a job; and (4) keep a job and advance in it. (LRA)

Stresses need for support of international studies and foreign language programs throughout the U.S. educational system. Reports status of foreign language instruction on National Association of Independent Schools campuses. Discusses primary goals of secondary level foreign language teaching. (JD)

Analyzes the comparative effects of three types of instructor intervention into the self-pacing of remedial college English students: a precourse warning about procrastination problems, a telephone call to students who are falling behind, and a mailed postcard to students who fail to keep up. (JP)

Studies in self-management, attribution, and achievement motivation challenge the view that basic skills instruction requires strong teacher control, structure, convergence on learning activities, less pupil freedom, and less experimental teaching activities. Student-managed instruction yielded the greatest achievement gains and heightened…

Children viewed a television segment that included humorous or nonhumorous inserts paced either at slow or fast intervals, or an uninterrupted program. Both humorous conditions produced information acquisition results that were superior to any of the no-humor situations. Visual attention and reaction to the humor were noted. (Author/GDC)

Described are activities to be used in five learning centers which build on children's interests in wild animals. Developed is an imaginary safari park with artwork depicting wild animals and tropical vegetation. Objectives, materials, and directions are included. (KC)

Instrumental Enrichment was compared with direct help in school subjects under field conditions in Israel. Effects favoring Instrumental Enrichment on intellective and nonintellective criteria and residential settings on some intellective measures were obtained. Results indicated that mediating basic deficiencies in problem solving produces better…

This experiment explored the effect of teacher expectations on vocational students' cognitive and psychomotor skills and on attitudes. Although teachers' expectations changed student attitudes toward teachers and subjects, neither expectations nor attitude change had an effect on student achievement. (SK)

Examines differences in course performance and attitude of college students identified by the Rotter Internal-External Locus of Control Scale as external and those identified as internal. An interaction was found between the type of reinforcement expected, type of pacing treatment, and course performance. References are included. (Author/BK)

In 1972 self-improvement and education were equally cited reasons for continuing education. By 1978, three-fourths of the respondents had continued their education but only half had reached the level planned in 1972. Self-improvement was the main reason for continuing. Very few cited encouragement from others. (JAC)