Twelve rewards common to both regular and special education classroom settings (grades 6-9) were compared, and 72 regular and special education students rated their desirability. Rewards rated as most desirable by both groups were the receipt of good grades and free time privileges for work completed. (Author/JW)

Educational Anthropology has sought to explain performance differences between groups of students. The real issues are not language, cognitive style, or upbringing. Instead, the differences have to do with unequal educational opportunity, the relationship between minority and majority groups, and the lack of encouragement for minorities in the…

Discusses the characteristics of the Televised Japanese Language Program at North Carolina State University, a distant education course for any language having small enrollment. The program is low cost, encourages high student participation, and renders reinforcing feedback. (Author/CB)

Confirmatory factor analyses were used to evaluate the fit of four factor models to high school students' responses to Paivio's Individual Differences Questionnaire (IDQ). Results showed that the IDQ's structure is best represented by a multifactor, oblique model and that five of the factors identified by Paivio can be replicated using a 34-item…

Looks at Shakespeare's tragedy through the eyes and words of an English teacher's secondary school students. (NKA)

Seeks to assist instructors in recognizing two basic errors that can occur in processing student evaluation data on instructional development efforts; offers a research framework for future investigations of the error tendencies and related issues; and suggests ways in which instructors can confront and manage error tendencies in practice. (MBR)

Examines the use of the repertory grid technique to describe student responses to the poem "Frost at Midnight" by Coleridge. (HOD)

Reports on a small pilot study that investigated the effect of word processing on the revision of six college freshmen. The results suggested that word processing did not encourage students to revise more extensively. (HOD)

Describes a study of wait-time (the pause for thinking after questions and answers) for first-year high-school Spanish and French students in both their native and target languages. The average duration of wait-time was 1.91 seconds after questions and .73 seconds after responses. Wait-time was longer after questions in the native language. (SED)

The Knowledge of Network of the West Communication Authority in British Columbia was formed in 1980 to offer postsecondary institutions a telecommunication system for delivering courses by cable television and satellite transmission. In 1982, broadcasting facilities had been decentralized, enabling the University of Victoria to originate…

Presents a checklist of criteria that could be used in a formative evaluation of films and videotapes and describes six ways of assessing the products' effects on an audience: observation, questionnaires, group interviews, expert opinions, machine evaluation, and controlled experimentation. (MBR)

How classroom debates can be used in a developmental psychology course to teach students about controversial issues and to help them improve their thinking and oral communications skills is described. Evaluations indicate that students consider debates to be a positive learning experience. (Author/RM)

Describes the keyboarding program at Nicholls State University in Louisiana for gifted and talented junior and senior high school students. Gives results of a questionnaire distributed to 93 students concerning favorite activities, scores of timed writings, uses for keyboarding skills, computer accessibility, and student and teacher assessment of…

Describes the group evaluation procedure in higher education with its incorporation of unstructured and focused interviewing of small student groups, along with evaluator's and students' roles. Its theoretical basis, the clarification of data and data feedback through use of this method, and its advantages are discussed. Fifteen references are…

Discusses how fantasy books can be used in the classroom to provide exercises for the imagination, to allow students to see themselves more clearly, to allow them to escape, and to generate hope. (CRH)