Investigation of the influence of using each of three language units of analysis on the assignment of data to the comprehension categories for recall analysis revealed significant correlations between corresponding categories for two of the units of analysis but a different category profile for the third. (SB)

Compares discourse in several different media and finds that strict sequentiality is not a universal feature of discourse. Concludes that discourse in nonreal time media, such as electronic message systems, has multiple threads. (FL)

Reports that results of two experiments designed to assess the effects of text cohesion and schema availability on children's comprehension of social studies passages that varied in vocabulary difficulty failed to support expectations based on the interactive theory of reading. (FL)

Twenty-four college seniors summarized a 167-word text. Five days later, they completed a sentence-recognition task and described components of successful text summarization. It appeared that students who summarized efficiently also stored information in memory efficiently. (Author/CJ)

Reveals that the important connectives in industrial arts textbooks are different from those found in textbooks for other subject areas. Provides a framework of connectives designed to help teachers prepare instructional materials. (FL)

Identifies and describes databases which cover business practice, policy, and principle; government activity; popular interest; and scientific, scholarly, or technical developments and specific information on products, services, and business lines, industries, companies, individuals, and geographic places. Nineteen figures illustrate sample…

Examines how research of philosophers of science may be useful to science education researchers and curriculum developers in the development of descriptions of science content related to classification schemes. Provides examples of concept analysis of two igneous rock classification schemes. (DS)

Content analyses for sex bias were conducted on items from three widely-used achievement tests which together span the grade levels 1-12. A significant but modest correlation was found between an item's content bias and performance on that item by male and female students. (SJL)

Examines the distribution of age roles in prime-time and weekend daytime (children's) network television drama. Analyzes the content of program samples and survey data on attitudes and opinions to determine how conceptions of social reality are affected by television viewing habits. (JMF)

Seven profiles were synthesized from responses to a worldwide questionnaire and 14 interviews were held based on these profiles. An analysis of the interviews appears here in an attempt to sketch a composite of the French teacher with emphasis on reasons for teaching French. (For related article see FL 514 004). (AMH)

Verbalizations from 540 subjects experiencing different events were used to establish the validity of the sociality scale. High scorers related more positively and maintained better relationships with others, exhibited more interpersonal skills, and experienced less anxiety than low scorers. (Author)

A dialectical schemata framework was used to interpret, code, and compare 27 interviews on the nature of education with freshmen, seniors and faculty members at a small, highly selective liberal arts college in order to provide a description of the organization of dialectical thinking and its presence in mature thought. (Author/DB)

Reaction to the paper on role and responsibility of school counselors to career education programs (CE 510 317). Notes that the paper proposes roles which are realistic and attainable. (JOW)

Evaluation is discussed as a trade. An evaluator must be able to function as tradesman, conductor, and interpreter. A typical evaluation task is defined, skills required by the evaluator are listed, and key questions used in evaluation are discussed. (Author/JN)

Examines the implications of cognitive psychology for some of the fundamental components of instructional development. Behaviorism and information processing are compared in their relationships to instructional design, and potential changes for such ideas as objectives, evaluation, instructional taxonomies, content analysis, and instructional…