Students' course evaluations were related to 16 background characteristics for 511 undergraduate courses and 221 instructors. Each separate variable explained less than five percent of the variance. The four most influential background variables were: prior subject interest, expected grades, workload/difficulty, and percent enrolled for general…

A study is discussed that examined: the instructional weaknesses and strengths of a teacher education curriculum course, the specific teaching behaviors that students liked and disliked, and specific recommendations which students felt would promote greater teacher effectiveness and improve learning. (Author/MLW)

Senior high students who were given concepts simultaneously learned more than those who received concepts successively. A second variable, instructional control strategy, contrasted an adaptive (computer-assisted) control strategy with learner control. Performance was above the criterion level for the adaptive condition, but below it for learner…

From her experience at the University of Tennessee, the author suggests motivation techniques for correspondence students: identify problem areas early through brief student evaluation of the course and instruction, encourage good rapport between student and instructor, provide study schedules and rapid feedback, and prepare the student for the…

Data from a longitudinal study of Jefferson Medical College graduates were analyzed to determine levels of clinical competence in the first postgraduate year and relationships between postgraduate ratings and performance during medical school. It is concluded that in a substantial number of cases good and poor performance in the first postgraduate…

Groups of medical students were compared with respect to ward-performance scores and scores on identical examinations to determine whether students with previous clerkships are likely to perform better in their internal medicine clerkships. It is concluded that previous experience apparently does not have a beneficial effect on student performance…

Reports a research study of the different perceptions of teacher effectiveness of Black students and White students in junior and senior high schools. (EF)

Describes a study conducted at Elgin Community College (Illinois) to compare full- and part-time faculty on the basis of three instructional effectiveness measures: student rating of teaching; course retention rates; and students' subsequent achievement in advanced courses. Tables and a review of related literature are presented. (JP)

Three limitations of the Barnes and Clawson review (EJ 135 379), which concluded that advance organizers do not facilitate learning, are discussed. Several theories of the effects of advance organizers on internal cognitive processes are presented, and theory-related studies provide evidence that advance organizers can affect learning in…

Describes a method to elicit data about the results of a personnel training program so that quality improvements can be made by having trainees' supervisors evaluate the training impact on the job. Also describes cases in different organizations where this approach was used to determine program weaknesses and strengths. (MF)

Student ratings of teaching are suggested as useful for: (1) improving teaching, (2) providing data relevant to judgment about teaching effectiveness, (3) aiding student choice of course and instructor, and (4) stimulating student thoughts about education. Student ratings should not be used as the single measure of teaching. (MLW)

Relative freedom to choose the topic of study did not affect retention of the reading material by high school students, but did improve attitude toward instruction and time on task. (GDC)

The observed behaviors of three highly effective and six less effective junior high school mathematics teachers were compared. A number of differences were obtained in the areas of time use, interaction styles, management, and personal characteristics. Relationships between these results and other process-product research are noted. (Author/MK)

Data from this study indicate employment status and type of employment exert influence on students' grade point averages. Students working less than 15 hours per week achieve higher grades than those working over 15 hours. Among employed students, white collar employees achieve better grades than blue collar employees. (Author)

This assessment examines the following: (1) levels of student satisfaction since the M.A. program in Black studies was initiated at SUNY; (2) the extent to which student needs are met; (3) student problems; (4) student attitudes toward career opportunities; (5) student perceptions of faculty and departmental strengths and weaknesses. (Author/MC)