Investigated the relationship between success in student teaching and 13 instruments commonly completed before student teaching and whether the measures predict success in student teaching. The data indicated the measures were ineffective. Suggested alternatives to the instruments used are proposed. (Author/JAC)

Describes construction of an occupational classification structure and development of interest and aptitude measures for assessing counselees in relation to these two primary dimensions of the structure. Details uses of the Guide for Occupational Exploration, the keystone of the new counselee assessment-occupational exploration system. (RC)

After considering how an estimate of learning potential (ELP) is derived from the System of Multicultural Pluralistic Assessment, shows that most of the characteristics of ELP deemed to be important are generated by statistical artifacts. Notes that the fundamental assumption underlying ELP is without supportive evidence. (Author)

Describes an effective procedure for getting "print-bound" poor comprehenders to attend actively to meaning while reading and to improve their comprehension and attitudes toward reading. (AEA)

Rebuts the claims of Trusheim and Crouse, made in an earlier issue, that Scholastic Aptitude Test scores are no more effective predictors of college success than is high school class rank. Discusses inaccuracies in the data used by Trusheim and Crouse and points out errors in their analyses. (PGD)

Investigated the relationship among eight dimensions of reading attitude and measures of academic aptitude, locus of control, and field independence for 322 inner-city fifth graders. Verbal academic aptitude correlated significantly with the Expressed Reading Difficulty, Reading Anxiety, Silent versus Oral Reading, and Reading as Enjoyment reading…

It is contended that Conceptual Systems Theory (CST) provides a useful theoretical and operational framework within which to investigate student-environment interactions in the classroom. (Author/GK)

Undergraduates were instructed to generate ideas for a divergent thinking task--ideas which would or would not be likely to be generated by others. When locus of control (LOC) was compatible with the instructions, more ideas were generated. Self-ratings of creativity were not affected by instructions or LOC. (Author/GDC)

The purpose of this study was to determine the predictive validity of composite scores on the National Educational Development Tests for College Board Scholastic Aptitude Test total scores. The subjects were 69 students in a private college preparatory school for girls. The correlation of .76 was statistically significant. (Author/CTM)

The author presents intelligence and learning as theoretically and empirically separate concepts. Examining Spearman's "g" factor and the evolution, phylogeny and psychometrics of intelligence, he concludes that "g" is of dominant importance in scholastic learning. He notes some implications for equal educational opportunity.…

Results of this study indicate that a student-teaching experience significantly improved the mathematics aptitude and hence raised the SAT-M scores of secondary students serving as teacher aides in high school mathematics classes. (MK)

Ranking students by SAT scores is the same as ranking them by family income, not by merit or accomplishment. (Author)

The chairman of the College Board strongly disagrees with the Nairn report and gives his version of the truth about testing. (Author/MLF)

Four positions concerning foreign and second language learning ability in adults are summarized with attention to the "critical period" hypothesis. An argument is made for a shift from macro-correlational studies to controlled micro language learning research free of extralinguistic variables. (PMJ)