Describes student difficulties with understanding quantitative concepts as presented in selected third grade social studies textbooks. Test results of student accuracy in understanding of quantitative concepts are presented and discussed, and teaching methods for quantitative reinforcement are provided. (Author/DB)

Identifies and describes testing options available to history teachers. Tests discussed include essay, objective, true-false, multiple choice, identification, take-home, oral, and fill-in. Tips are presented to aid teachers in developing tests which are valid, reliable, and fair. Journal availability: see SO 507 033. (DB)

This seven-item annotated bibliography reviews such issues as career education, experiential learning, computer literacy, and community involvement as they relate to course content and methods of teaching.

A classroom exercise which encourages experimentation including formulation and testing of conjectures about number relationships involving factors and multiples is illustrated. (MN)

Immediate reinforcement of what has been learned is of prime importance. Ideal testing procedures are those that show students at once the rightness or wrongness of their answers. For reading comprehension, multiple choice is recommended; for production (oral or written), constructed responses (an example is given) are recommended. (IFS/WGA)

Seventeen behaviorally disordered adolescents received training in specific test-taking skills relevant to content area and teacher-made tests. The experimental subjects scored significantly and substantially higher on a posttest of test-taking skills than did untrained matched controls. Deficits on test-taking skills may contribute to observed…

Investigates the effects of structural cueing (color or no color) and decision level (rote or semantic) on students' verbatim retention of technical prose and concludes that the results support the distinctiveness of encoding hypothesis for learning via the microcomputer. (DF)

Developers of high stakes criterion-referenced tests are urged to formulate test tasks so that efficient instruction can promote student mastery of the domain. Time-on-task has been promoted by instructional psychologists as preferable to test teaching. (DWH)

Discusses field-dependent and field-independent perception, their link to learning characteristics, Herman A. Witkin's work on individual perception, and how this is instrumental in determining teaching style. A chart displays characteristics of field-dependent and field-independent students and teachers, motivation tips, and what teachers in each…

This experiment was designed to investigate effect of verbal instruction alone vs. verbal instruction complemented by simple line drawings; effect of visual testing vs. nonvisual testing; effect of verbal cued vs. free recall on student achievement; effect of order of testing on subsequent achievement; and interaction among type of instruction,…

Defines the relationship between theory and practice with specific reference to the inquiry process. Presents a five phase explanation of the inquiry process and provides a practical illustration of each phase. (Author/DB)

This study examined the effects of organizational control strategies on the teacher's instructional role. It was hypothesized that the teacher's instructional role would be affected by his or her background such as sex, discipline, experience and tenure status as well. (Author/RK)

This document consists of the six issues of the newsletter of the General Educational Development Testing (GED) Service published during 1997. The lead articles of the six issues are, respectively: (1) "Task Force Considers Improvements to Test Center Security Rules," by Cathy Allin discusses the implementation of a monitoring team and…

Describes a program designed to overcome the constraints small college instructors face in teaching economics. (Author/RK)