Research has confirmed the common belief that instructional outcomes are influenced by "extraneous variables." It is important to separate the contributions of the teacher from the contributions of extraneous factors to student learning, and that is the purpose of the IDEA system's adjusted ratings. To adjust scores on the IDEA Center's…

This paper includes a general description of the plan for investigating student work loads and gives details of the 2 studies conducted at Monash University concerning work loads in 1972. (Editor)

The wastage of student dropouts can be corrected with proper student-teacher counseling. (IR)

Students who wish to get bad grades should daydream, not read their textbooks or study manuals, avoid note taking, and procrastinate on assignments. This "manual" is used in an introductory psychology class to modify students' habits and change mediocre classroom behavior. (CS)

Briefly discusses the need for learners to develop such study skills as listening, following directions, note taking, improving memory, scheduling study time and location, and retaining concept knowledge. (JJD)

In study-skills courses, individualized contracts requiring students to identify nonproductive study behaviors and agree on strategies for desired change were examined for effects on attitudes toward study and achievement. Contract students improved significantly on self-reported attitudes toward study, gained better grade point averages, and…

The concept of teaching study skills and the implications of this idea for teacher education are discussed. Current literature is briefly reviewed and the general nature of research data relating to study skills is questioned. (JMF)

Reports results of a survey of demographics and work and study habits of college freshmen mathematics students. No statistically significant correlation was found between work hours and grade outcome. (Author/MKR)

Employs a simple economic model to analyze determinants of Dutch college students' expected study duration and weekly effort. Findings show that the duration/effort ratio is determined by the relative prices of these inputs into the learning process. A higher socioeconomic status increases the duration/effort ratio. Higher ability levels decrease…

Self-monitoring procedures were effective in increasing the number of daily homework assignments completed by eight secondary level students with learning disabilities. A daily listing of all assignments given by regular classroom teachers was used. Goal setting and self-graphing of data appeared to increase self-monitoring effectiveness. (DB)