Outlines and discusses the implications of student reaction to different teaching methods in British colleges. Presents student evaluations, organized into sections on subjects, courses, and teaching techniques. Discusses the great emphasis on lecture based teaching. Suggests the need for new teaching approaches. (Author/AEM)

Provides eight fully-developed library media activities to be used in conjunction with specific curriculum units in guidance, music, reading/language arts, science, and social studies. Components described for each activity include (1) objectives, (2) subject area objectives, (3) resources, (4) instructional roles, (5) activity and procedures, (6)…

Presents a model illustrating distance education students' perceptions of their aims for studying a course. Analyses of verbal reports of four students using this model showed that their goals differed from those of the teacher and influenced how they studied. Relevance for external course design is discussed. (23 references). (MBR)

This review summarizes research findings on the topics of impulsive-reflexive cognitive style of problem solving, first graders' behavior suggesting racial segregation, a reanalysis of "High School and Beyond," children's collaborative problem solving while sharing a computer, the match between tests instruction, and students' choice of…

For 224 freshmen students, the degree of relationship was sought between two criterion measures (grade point average (GPA) and units satisfactorily completed) and four cognitive and eleven affective variables. High school GPA was the most valid predictor; affective variables explained only 40-60 percent as much variance as high school GPA.…

The purpose of this guide is to help experienced professional developers and others organize and conduct professional development that trains facilitators of National Center for the Study of Adult Learning and Literacy (NCSALL) study circles. Promoters of the study circle facilitators training should be experienced trainers. This guide includes…

The purpose of this study was to determine the relationship among students' reports about their goal orientation, self-efficacy and self-regulated strategy, use and their academic performance in a Computer Literacy course as indicated by course grade. Also investigated were students' reports about their most preferred and utilized study techniques…

The No Child Left Behind Act of 2001 helps to ensure that all children receive a high-quality education and holds schools responsible for making sure that all children are learning. The information in this brochure is consistent with this important law. The early school years are the foundation for school success, the time when children will learn…

The purpose of this article is to explain each of the three phases of reading textbooks and to provide strategies for aiding students to better understand and connect to their textbooks in each of these phases. Each of the three phases is named for its writing counterpart: planning, drafting, and evaluating. This article also states that three…

Paper discusses a study technique questionnaire given to students enrolled in upper division college classes. Multivariate analysis of variance was employed to compare the centroids of questionnaire responses of students in four major fields who had above and below average grades. (Author)

Staggering beginning dates so that three-fourths of the student body is in school while the other one-fourth is on vacation allows a financially-limited school district to optimize its facilities. (Author/MF)

A Filipino study of the Biggs Study Process Questionnaire, which investigates relationships between study habits and personality characteristics and fields of study, found satisfactory internal consistency reliability and correlations with school grades but not IQ for two of the three scales, but did not support the creator's proposed structure.…

Describes a scheme to introduce assignments and encourage use of library resources related to A-level syllabi; study habits in science; modes of recording experimental work in elementary science classes; rationale for doing practical work in 11-13 science; and a strategem to enhance quantity and quality in pupils' discussion in science. (JN)

Introductory psychology students were randomly assigned to two experimental groups. For the first half of the class term, only Group 1 received instructor-prepared notes. In the second half of their term, only Group 2 did. Achievement did not differ until phase two, when Group 1 had significantly lower performance. (SJL)

The development of a student-centered approach to learning to study is described, and its strengths and weaknesses are noted. Two study skills workshops run by the Open University are also outlined, along with practical tips on how to make them work. (LBH)