Discusses new theories of feedback which suggest that all students may not benefit from immediate, positive feedback, depending on their level of ability and the difficulty of the task. Cognitive interpretations of feedback research are reviewed, including motivation to learn, and applications to instructional design are presented. (LRW)

Studied the psychological well-being of 159 white and black students during the transition to junior high school. Group differences in adjustment were examined with respect to race, sex, and academic competence. Adjustment patterns were found to be complex and highly differentiated. (PCB)

Examines elements of gifted child education, including the process of identifying gifted students, implications for gifted education, and possible outcomes of labeling students. Emphasizes that some gifted children need more than a pull-out program, and that gifted child education can be a pattern for appropriately differentiated instruction. (MM)

This study attempted to determine the effects of students' motor ability level on teacher expectations and dyadic interactions within individual, competitive, and cooperative instructional settings in elementary physical education classes. Results are discussed. (Author/DF)

The findings of this study indicate that scores of agricultural education graduates on measures of academic ability are not significantly different from those of other university graduates. While their university grades may not be as high as secondary education graduates, their high school grades and American College Test scores indicate similar…

The Armed Services Vocational Aptitude Battery and the Sequential Tests of Educational Progress (STEP) were given to a sample of 37 Yakima Indian students. The predictive validity of the Academic Ability Scale was statistically significant with respect to four of five STEP subtests. (Author)

Three problems occurring as a result of combining separate junior and senior high school bands into a single junior-senior band are discussed. These include (1) range of ability, (2) student apathy, and (3) inhibition of younger students as a result of fear of senior high members of the band. (RM)

Research was conducted to determine accounting professors' perceptions of the abilities of their accounting majors, particularly the communications and quantitative skills of these majors, as well as their motivation and study habits. Findings and implications are presented, and recommendations and conclusions are discussed. (CT)

Compares scores of 3,443 third graders in 1956 and 4,378 third graders in 1977 on the California Short Form Test of Mental Maturity. Examines differences in factoral structure and differences in ability level between groups for factors (64 items related to 7 components) apparently measuring consistent abilities. (SB)

Most of the research literature suggests that ability grouping denies quality of educational opportunity. Educational selection systems, such as ability grouping, are less concerned with education than they are with socializing students' attitudes, personalities, and behaviors into work roles. (RM)

Summarizes the initial steps to identify those resources which support academic success among Black adolescents. (Author)

Provides a survey of the history of grammar instruction and suggests that factors other than the teaching or not teaching of grammar in secondary schools may account for the statistical decline in college freshmen's writing abilities. (KS)

In the second of two TES articles on mixed-ability teaching, authors showed how the method operated for science and mathematics at Abbey Wood, and collected reactions of the school's teachers, pupils and parents. (Editor/RK)

Use of the calculator in school classrooms has become a hotly-debated subject. Critics and advocates propose many different arguments. The author takes a look at what both sides are saying about "good educational practice" as it relates to calculator vs. paper-and-pencil computation. (Editor)

This report addresses the success of students as they progress through reading, English, and mathematics course sequences at Miami-Dade Community College (M-DCC) (Florida). Results suggest that passing prerequisite courses does not ensure that students are adequately prepared for the next course in the sequence, especially in the lower level…