Activities and interactions of teachers and students from high school science classes of Western Australia were investigated. Fifteen teachers from two co-educational high schools (private and public) serving medium socio-economic level families in the metropolitan area of Perth participated in the study. The specific foci were: (1) the…

Examples are given of classroom situations which pose challenges or problems for teachers. The reasons the problems arose are discussed, and alternative suggestions are made for handling them. Discussions include classroom interactions among teachers and students in these areas: (1) using students' time efficiently; (2) classroom arrangement and…

This literature review examines the teaching techniques and school environments that have been linked with high scores on standardized tests. It describes the strategies that might be used to achieve one particular educational goal, while making teachers aware that trade-offs are required when they choose to emphasize one particular goal. The…

This paper advocates categorization of engagement on the basis of a logical relationship with the outcomes of a study and the use of student attributes that are logically related to engagement and/or achievement as covariables. Results from a study involving nine engagement categories, measures of formal reasoning ability, locus of control and…

The importance of appropriate task relevant behaviors as a necessary condition for school learning has long been noted. This paper suggests a multiple measure of one set of student classroom behaviors, presents a brief theoretical basis for the measure, provides some empirical support for the use of the measure, and indicates some educational…

Three strategies for selecting number of instances needed to learn legal concepts were compared. An adaptive strategy required 25 percent less time and resulted in better post test performance than a partially adaptive strategy. The partially adaptive strategy was 16 percent more efficient than the nonadaptive strategy, and resulted in better…

This study examined effects of orienting activities, processing opportunity, and varied lesson access times on college students' learning from interactive video. While practice remains dominant influence in effectiveness of interactive video, significant interactions were also found among access times, processing opportunity, and practice, and…

Examines five factors common to elementary schools that serve as major barriers to improved reading achievement: (1) grouping practices and the inappropriate use of instructional time, (2) low teacher expectation for student learning, (3) inappropriate instructional strategies for teaching reading, (4) differential curricula, and (5) inadequate…

Describes findings from a Madeline Hunter Follow-Through Project in two Napa County, California schools over a four-year period that explored the relationships between program implementation and elementary school children's achievement in reading and mathematics. (Author/HOD)

Describes an eight-week model role-play project applicable to second language classes on secondary, college, and adult levels. The project was found to result in a greater variety in the students' acquired vocabulary, improved written work, enriched cultural knowledge, and an unusual classroom atmosphere. (Author/SED)

Describes a study which examined how elementary school students learning Logo through structured and unstructured teaching methods compared in time on task, discipline, and organization factors, and whether techniques other than mastery measures can be used to differentiate Logo classes taught by structured and unstructured techniques. (MBR)

Factors which appear to affect learning are reviewed: student characteristics of age, ability, and motivation; amount and quality of instruction; home and classroom environment; peer influence; television; school and principal effects; and financial expenditures. (GDC)

Experimenter presence (representing external control) or absence during task presentation were the two conditions under which attentional performance of 16 hyperactive and 16 control subjects (ages 7-12) was assessed. Results suggested noncompliance (an application deficit rather than an ability deficit) as a major contributor to poor performance…

Regression analyses examined the relationships among: time spent (periods and hours per week) studying science; time allocated for science homework; time used by teacher; and time not spent in learning. The performance cycle model of achievement, aspiration, and attitude was supported at the between classrooms level. (GDC)

After adjusting for different background characteristics of students, effects on test scores were related to the length and type of test coaching programs offered. The data suggest that the test item types in the Graduate Record Examination General Test appear to show little susceptibility to formal coaching experiences. (Author/DWH)