Examines the value of various types of college admission criteria and states that the most accurate predictors of future academic performance used to interpret grades earned at other institutions are the grade point average in previous courses and entrance achievement tests. Interviews and recommendation letters are of little value. (MF)

Counselors' attempts to clarify their roles for their employers and/or supervisors have achieved limited success because supervisors and employers continue to heap administrative tasks upon counselors. This leads to a reduction in counselor-client contact hours and an increase in counselor burnout. (Author)

A study of undergraduate medical students' abilities to identify salient information in reviewing patient charts was conducted at Southern Illinois University. Specific goals were to develop and test a method for assessing chart skills and to test several hypotheses that examine the effect of certain factors on chart review performance.…

Performance and persistence on the Concealed Figures Test and the Embedded Figures Test decreased: (1) after short-duration failure when subjects were falsely led to attribute failure to task difficulty; and (2) after long-duration failure when subjects were falsely led to attribute failure to lack of ability. (CP)

Symbolic interaction and frame analysis are viewed as complimentary approaches. This is illustrated by student evaluation of teaching as an institutionalized method of increasing accountability, and the meaning of these evaluations for administrators, faculty, and students is considered against the background rules of relationship among the three…

Physicians need to be proficient in the administration of basic cardiac life support (BCLS) and emergency cardiac care (ECC). The introduction of a self-teaching CPR-ECC course for freshmen medical students at the University of Mississippi has greatly reduced the amount of faculty time needed to teach CPR. (Author/MLW)

The effectiveness of an instructional-learning management system designed to minimize the time needed for students to complete specified learning tasks and to maximize the opportunity for the individual students to complete the tasks is investigated. Instructional design makes use of teacher's and student's school time more effective. (Author/RD)

High, neutral, and low statements of success expectancy were paired with positive and negative success feedback statements in a reading comprehension experiment. Incongruent combinations such as high success expectancy--negative feedback produced higher comprehension than congruent combinations. Results were interpreted by arousal and attribution…

Behavior of eight emotionally disturbed boys improved dramatically after a school psychologist observed their class and suggested management techniques. The psychologist clarified the teacher's role as educator, not clinician; restructured the daily schedule; increased the teacher's understanding of reinforcement; and implemented a token economy…

The authors examine various excuses offered by teachers and administrators for educational mediocrity, such as "It's not my job.""We've always done it this way." and "There's not enough money." They then suggest a systematic approach to changing these negative attitudes and improving performance. (SJL)

The generalizability and validity of student ratings were examined by studying within-class and between-classes correlations of ratings with other variables for regular faculty and their teaching assistants. Most ratings are generalizable, but only some are related to learning. Certain aspects vary with instructor's role and the level of data.…

The development of the Estimate of Self-Competence Scale is described. The instrument was designed to measure generalized expectancy of task success. Reliability and validity data are provided. (Author/JKS)

Standard graphic, behaviorally-anchored, and mixed standard scales were used to investigate the relationships among scale types, instructor leniency, and ratings of college instructors by college students. (JKS)

Results of the study reported include indications that student evaluations of college instructors tend to be higher when not anonymous and that undergraduate students' evaluations of instructors are lower after course marks are received. Problems associated with the use of student evaluations of instructors are discussed. (JMD)

The extent to which the student's perception of the purpose for evaluating an instructor, the instructor's expressiveness, and the density of content influences student ratings and achievement was investigated. Perceived purpose for evaluating the instructor had no effect on ratings. Scores were significantly higher for expressive than for…