Describes a study that explored and inductively classified analogies in 26 science textbooks, ranging from elementary to postsecondary level, to provide a systematic description of the phenomenon and generate prescriptive principles for their use in instruction. Classification categories include analogical relationship, presentation format,…

Presents a classification scheme applicable to systematic instructional design, which partitions the cognitive domain into the four levels of knowledge, understanding, mental processes, and strategies, each of which encompasses specific instructional objectives. Guidelines are offered to assist in the design and construction of these instructional…

Presents 17 research paradigms students might employ for doctoral dissertations on instructional design, makes suggestions for students evaluating the literature and developing a conceptual framework for research, and summarizes dissertations developed by University of Florida doctoral students, classifying them into three research paradigms which…

Professional staff of colleges and universities usually do not have the kind of clearly defined paths for advancement that are available to the faculty. The results of a survey examining opportunities for professional staff are presented. Information given includes job classification, salaries, job evaluation, promotion, and incentives.…

Sixteen Personality Factor Questionnaire (16 PF) profiles for 69 occupational groups were analyzed according to Holland's six occupational types: Realistic, Investigative, Artistic, Social, Enterprising, and Convention. Three discriminant functions, labeled Independence, Extraversion, and Anxiety, enabled correct classification of 75 percent of…

Investigates the notion of communicative strategies as it has been treated in the literature and then attempts a more precise and explanatory redefinition. Provides an overview of the Vygotskyan psycholinguistic research model which this study uses as a theoretical framework. Also presents a new typology of interlanguage. (SED)

Focusing on one teacher's categorization of students'"searching" behavior, describes a case study drawn from ethnographic investigations of classrooms in France and offers a model of the interpretative process. (RH)

This study investigated the transfer of four study rules from pictures to a prose recall task by learning disabled adolescents. Subjects receiving extensive direct training that included problem isomorph recognition surpassed the control group on posttests. Instructed subjects did not differ from nondisabled subjects in use of learning strategies.…

Presents a taxonomy that organizes learner activities into the dimensions of mental, social, and physical involvement. Applies the taxonomy or model to speech class activities and reports validity evidence from several research studies. (PD)

Considers classifications produced by application of single linkage, complete linkage, group average, and word clustering methods to Keen and Cranfield document test collections, and studies structure of hierarchies produced, extent to which methods distort input similarity matrices during classification generation, and retrieval effectiveness…

Various typs of DNA are discussed. Areas considered include highly repetitive and satellite sequences, genes encoding, ribosomal RNA, histone protein genes, and dispersed repeated genes that jump. Regulated genetic misbehavior, structure and use of unique genes, and higher order complexities of chromosomes are also discussed. (JN)

Compares and demonstrates a correspondence between L. Kohlberg's stages of moral development and M. Douglas's grid/group theory. Reinterprets Kohlberg's findings and discusses limitations of both theories. (BJD)

A schema for categorizing a student's inferred motivation to learn was tested with 37 students (9 to 18 years old), who had been referred because of a diagnosis of learning disability. Students were classified on three dimensions: level of motivation, degree of misbehavior, and degree of learning ability. (SW)

Examines modification of mother-child instruction as a function of age of learner in middle childhood (six versus eight years). Instruction and learning were compared on two tasks designed to simulate school and home activities. Results show more intense instruction of all kinds for the younger children in the school task. (RH)

Experimental research relating seating position to group interaction was critically reviewed. Studies have found that persons in central seating positions were able to maintain eye contact with the most group members, thereby enhancing their ability to interact with the group and emerge as the leader. (Author)