Described students' evaluations of identical teaching methods of female and male award-winning professors in two traditionally masculine, two traditionally feminine, and two relatively non-sex-linked areas. Students attributed the success of male professors to instrumental qualities and that of females to affective qualities. (Author/JAC)

Compares the use of individualized self-paced and traditional instructional methods in elementary accounting, evaluating various student characteristics (i.e., age, sex, college grade point average, previous college-level business courses taken, prior work experience, and aptitude test scores) as predictors of student success under the…

Reading deficits among elementary-aged learning disabled children with suspected neurocognitive dysfunctions were calculated. The children were grouped according to IQ profiles. Results indicated that the pattern of high verbal-low performance IQs was associated with the least deficiency in reading ; this association was evident as early as second…

Test materials in English and social studies, reflecting Black and White culture, were developed and administered to Black and White high school students. Analyses of variance indicated that performance by either group was not affected by Black or White culture content. White examinees scored higher on all tests. (SJL)

Reviews current concepts and practices of teacher evaluation as it exists in health professions' educational programs. Problems associated with teacher evaluation and the necessity for well designed evaluation systems are explored. Recommendations are made for the development of objective teacher evaluation procedures. (Author/LRA)

A study to determine the level of qualifications of students whose preprofessional work was taken in Tennessee's community college system is described. Their academic performances are compared with those of students from other source colleges. Statistical analysis shows no significant difference in the academic achievement and attrition rates.…

Ideally, competency assessment is an approach that evaluates performance, judges ability, measures what can be demonstrated, evaluates active participation, and helps us know if the professional can make a positive impact on clients. Models are presented from an inservice training program at Antioch's Institute of Open Education in Cambridge,…

A rationale for learner-centered education and practical suggestions for the development of learning contracts based on individual objectives and attained skills are offered. The educator-as-learning-facilitator, developing the learner-facilitator relationship, and developing objectives are discussed. (Author/MLW)

Questions and issues related to the assessment of performance in institutions of higher education and the development of performance indicators are addressed. Topics include: institutional objectives, planning and control systems, non-profit performance evaluation techniques, multi-dimensional analysis, and performance indicators. (JMD)

This study examined the effects of sex upon the perception, evaluation, and reciprocation of self-disclosing behavior between teacher and student in a classroom situation. Male students preferred low-disclosing teachers while female students preferred female teachers, regardless of their disclosure level. (Author/RD)

The effectiveness of a set of curricular activities and differing group experience in facilitating interdependent task structuring by seventh graders were examined. No significant differences were found among the experimental groups, but they structured the task and behaved more cooperatively than the control group. (Author/MH)

The author examines national differences in scholastic performance, as indicated by IEA Study test scores, between the developed and less-developed nations, and outlines hypotheses for the poorer performance of the less-developed nations. This article is the second of three in a symposium on the IEA Studies. (SJL)

College students evaluated teaching effectiveness at the end of course and one year after graduation. Results showed variance attributable to the specific instructor was much larger than that due either to course level or course type for both end-of-term and follow-up ratings, and the effects were stable. (Author/RL)

Examined the effects on their test performance of junior high school students changing responses. Results indicated that changing answers neither increases the reliability nor decreases the standard error of measurement of the test. (Author/RC)

Argues that student involvement in teacher evaluations, curriculum decisions, and grading processes is absurd. (RL)