A large-scale investigation of the development of 18 new teachers has identified six different types of supportive contacts and six types of nonsupportive contacts that new teachers experience. (Author/MLF)

Discusses controversies concerning the use of generalizations in history. Generalizations lead to national stereotypes and confusion over definitions. Concludes, however, that historical understanding requires criteria to determine what in general may be of importance to the human condition. Classificatory or labeling generalizations are…

Results concur with the Thomas-Chess findings in identifying three main temperament groups: difficult, easy, and slow to warm up. Membership in the difficult group predicted later childhood behavior disorder in both sexes. (Author)

The dependence of reliability indices for mastery tests on mean and cutoff scores was examined in the case of three decision-theoretic indices. Dependence of kappa on mean and cutoff scores was opposite to that of the proportion of correct decisions, which was linearly related to average threshold loss. (Author/BW)

A framework for integrating the many conceptions of criterion-referenced testing is provided, which illustrates that there is no single type of test that can be identified as the prototype criterion-referenced test. The use of one kind of criterion-referenced test may not be applicable to another. (Author/RL)

Because no single characteristic defines intelligence, there can be no adequate process-based definition of intelligence. In principle, a combination of many empirically derived measures into a single index, as in a Binet test, would be appropriate. In practice, many of the relevant characteristics are simply impossible to measure. (Author/RD)

Considers systems for the classification of handwriting features, discusses computer storage of information about handwriting features, and summarizes recent studies that give an idea of the range of forensic handwriting research. (GT)

Proposes an approach to vocabulary development that stresses the integral relationships between words; describes 20 categories of meaning that can be used as a basis for developmental vocabulary lessons; and offers suggestions for the application of these meaning categories in vocabulary instruction in various subject areas. (GT)

A typology of evaluation techniques intended to help school personnel to compare and contrast various approaches. (Author/MLF)

Early and late formal-operational adolescents having similar ages and IQs were presented tasks to assess their use of organizational memory strategies: multitrial free recall of unrelated and categorized words and a sorting task followed by free recall of the sorted words. (Author/SS)

A taxonomy of educational reinforcers is presented in the following categories: recognition, tangible rewards, classroom learning activities, classroom and school responsibilities, status indicators, incentive feedback, personal activities, social activities, relief from aversive policies or procedures, and relief from aversive classroom…

Advocates an approach to composition based on purposes or ends rather than on techniques or means. Suggests four categories of purposes: definition, substantiation, evaluation, and recommendation. (DD)

Attempts to define "creative categorization" using animal behavior and human perception as examples. (RK)

A survey of subject analysis and classification problems and procedures. (LS)

This paper refines existing conceptualizations of organizational environments by distinguishing among environmental complexity, diversity, instability, uncertainty, dependence, and hostility. A typology is presented that suggests that certain combinations of environmental dimensions are important for classifying organizations. Based on the…