The success of the Paired Reading (PR) technique is examined, and a study involving 43 pairs of Hong Kong students (ages 10-11) in a PR project is reported. It is concluded that the projects' success may not lie in the technique itself but in improving tutees' motivation, confidence, and self-esteem as readers. (JDD)

Assesses the results of introducing individualized learning contracts (ILCs), journal writing, and journal sharing into a computer literacy course at Prince George's Community College, focusing on the effects on student satisfaction and student success rates. (DMM)

Provides the transcript of an interview with Dr. Lev Landa that addressed issues related to his algorithmico-heuristic theories of learning and instruction, called Landamatics. Highlights include teaching thinking versus knowledge; algorithms; instructional design; improving training and performance in industry, business, and government;…

This study of 52 learning-disabled children, aged 8-13, found that direct feedback and practice improved metaphor interpretation. The approach was highly successful in teaching students to generalize concrete concepts to abstract ones. Further descriptive analyses indicated that grade and reading levels of subjects correlated with metaphor…

Describes how one teacher and 46 general chemistry students used portfolios as part of the evaluative process. Argues that any worthwhile assessment must address questions about the inevitable impact of testing on students and their learning. (PR)

Describes the use of "contracting" as a method to remind students of the importance of independent investigations. The contract is an agreement for learning between the student and professor. (PR)

A typical instrument used to elicit college students' evaluations of teaching was critically analyzed with reference to two teaching paradigms: transmission and engaged-critical. Analysis revealed that the evaluation form does not represent all conceptions of teaching and learning, but is more consistent with the transmission paradigm and…

Examined the relationship between primary teachers' implementation of developmentally appropriate and traditional teaching methods and the mathematics achievement of general and special education students. Found that mathematics achievement was associated with a reported measure of instruction that emphasized mathematical processing and strategy…

Examined reasons given by 301 K-12 educators for participating in a large-scale professional development conference and studied their beliefs about the usefulness of the conference. Teachers were drawn by the promise of substantive learning, but well conceived linkages for transfer of knowledge to the classroom were lacking. (SLD)

This theme issue deals with internal and external factors that influence student achievement in the Third International Mathematics and Science Study (TIMSS). Internal factors are those related to the test material; external factors include socioeconomic level and educational background, school climate, language background, and students' attitudes…

Examines research indicating that while homework assigned at the middle school level does improve achievement, homework in the lower grades appears to undermine children's school attitudes and to have little effect on their school performance. Suggests goals and characteristics of useful homework assignments. (HTH)

Discusses Edina School District's School Profiles composed of multiple indicators from student achievement assessment results, school demographic data, and survey responses. Focuses on student, staff, and parent surveys, and shows how the surveys were developed, presented, and used by the schools to support comprehensive and ongoing efforts to…

Students in part-time courses were interviewed about their perceptions of good teaching and tutoring. The perceptions differed markedly between those with reproductive conceptions of learning and students holding self-determining ones. The former preferred didactic teaching but disliked interaction, whereas the latter had almost diametrically…

In information skills instruction, changing from lecture-based to resource-based instruction requires not only recognition of its value but also a strong will to implement new methods (Loertscher, 1988). Based on this review of the literature, teachers seem not to be fully aware of the value of this change. It seems that teachers are uncertain…

Students in 4 classes had a short exam at the start of every class. Grades were significantly better than in previous classes where the same material was taught but with only 4 exams, and there were fewer withdrawals from the exam-a-day classes. Students taught with the exam-a-day procedure also performed better on a retention test than did…