The effects of the academic environment, which is defined as the organization of curricula, teaching, and assessment on student learning, are examined. Focus is on students' perceptions of their courses and teachers in six departments at a British university, and the different demands that various environments make. (Author/JMD)

Describes SQ10R, a system of reading hints and strategies similar to SQ3R (that is, survey, question, read, recite, and review). Suggests that SQ10R may be more helpful to developmental students. Briefly describes the system's 12 elements: survey, question, read, reflect, review, repeat, rethink, reintegrate, rehash, renote, rehearse, and reread.…

Discusses a survey asking parents of 85 4th- through 6th-grade students to describe how their child learns best, based on emotional, sociological, physiological, and environmental elements of the Dunns' Learning Style Inventory. Statistical analysis found no significant correlations between parental perceptions of a child's learning style and the…

Results of a study with 40 undergraduates indicate that those who expected that the instructor would call on them at random completed more assignments, recalled more from the assignments, and had more confidence in their recall. Results suggest the importance of in-class questioning methods for student accountability. (SLD)

Evaluates student use of an online study environment to determine if college students will voluntarily use online study tools; to identify characteristics of users and nonusers of the tools; and to see if the use of online study tools relates to course achievement. Compares use of different types of online study tools. (Author/LRW)

Teachers' explanations for students' low achievement were reliably classified using Cooper and Good's (1983) attributional coding system. Teachers most frequently attributed low achievement to typical pattern of low effort. They viewed acquired student characteristics (low motivation, poor work habits) as more important than either teacher…

Develops an empirical typology of students' spontaneous study strategies based on verbal reports from United States college students. Describes in detail the typical tactics used by the six types of studiers. Finds no significant differences among the six types in the amount of information recalled immediately from the text. (RS)

Describes study of 383 college students in educational psychology classes that was designed to determine how students describe study activities. Completed inventories are compared from three theoretical perspectives: cognitive processes, approaches to learning, and autonomous studying, and factor analyses are explained. (25 references) (LRW)

The study with five learning disabled students (grades 6-8) found that a self-monitoring intervention resulted in reduced adult initiation of assistance, decreased student-adult interaction during independent seatwork, and maintenance of high levels of student attention without adult assistance. (Author/DB)

Describes an empirical evaluation of the relationship between study time and achievement. Discusses a model describing student determination and allocation of study time in a given period. Concludes that test results fail to support the theory that college students identify and use study time in order to maximize achievement. (KO)

The difference in academic success between male and female basketball players may be directly attributable to the fact that female players spend five more hours a week preparing for class than males. Women think of college more for the educational value than as an opportunity to develop sports skills. (MLW)

Participation by 58 seventh and eighth grade students in a Revolving Door Identification Model (RDIM) of gifted education and number of completed school projects predicted creative productivity outside of school. The projects, individual or small group investigations of real world problems, positively influenced career plans, work habits and study…

The best help parents can offer students with their homework is instituting a formal study program. Rather than assisting with reading, writing, and arithmetic, parents should spend more time teaching students to organize, budget time, plan ahead, concentrate, handle responsibility, and solve problems. (SM)

High school students (n=106) with visual impairments completed the Learning and Study Strategies Inventory: High School Version and a 35-item extension of the instrument developed for students with visual impairments. The study found learning strategy differences related to students' grade point averages but not their preferred reading medium,…

A study evaluated a four-year undergraduate curriculum in occupational therapy based on the idea that qualitative differences in the way students approach learning, transferred to the group level, can help diagnose structural defects in a curriculum. Results and methodology are discussed. (Author/MSE)