The reactions of 84 elementary students to the hypothetical administration of rewards were studied. The subjects were interviewed under two experimental conditions: direct contingent rewards (DCR) and implicit rewards (IR). Results showed that students did not attribute others with the same sense of fairness in regard to IR conditions. (JAZ)

In analogy to the circular flow model of economic exchange, the author develops an instructional paradigm which is based on Parsons and Luhmanns theories of generalized interaction media. Concludes with a discussion of the implications of the new paradigm for educational research and classroom teaching. (Author/JDH)

A review of recent literature on both theoretical and research findings on the application of research to improve classroom instruction is offered. (DF)

Fifty-three research studies on feedback timing and verbal learning underwent meta-analysis. Applied studies using actual classroom quizzes and real learning materials found immediate rather than delayed feedback to be more effective; experimental studies of acquisition of test content indicate the opposite. Laboratory studies of list learning…

Points out that the "English Journal" considers all readers prospective contributors. Lists and discusses the criteria that "English Journal" uses to judge manuscripts that purport to describe effective classroom practices. (ARH)

In conceptualizing the improvement of schooling, a distinction may be drawn between content and context. The applications of research to improve classroom practices is promising where teachers are viewed as problem framers and action researchers. These contextual shifts are necessary if research is to make a difference. (MT)

By using the computer resources of a university in a pilot project, preservice teachers were able to gain direct teaching experience with small groups, while inservice teachers were able to carry out their own research in educational computing. The advantages and drawbacks of the project are discussed. (Author/MT)

Reports on a study that examined the responses of young people to a new poem. Covers the background, procedures, processes, conclusions, and implications of the study. (EL)

Asserts that many aspects of the second-language learning and teaching process are not amenable to experimentation at the present time and that case studies, that is, studies of the individual learner, teacher, or classroom, are valuable as precursors to experimentation. (Author/SED)

Focuses on issues related to using recent findings from research as a knowledge base for making decisions about teacher mastery. Suggests that if the present body of knowledge about effective teaching is used to select master teachers, some excellent teachers will be overlooked and some ineffective teachers will be designated as masters. (RH)

Five cookery classes for eight children, all of whom had profound and multiple handicaps and were nonverbal, were observed and analyzed. Purpose of the observation was to describe the day-to-day events in a classroom for children with severe learning difficulties and what a teacher in this special classroom teaches. (RM)

Notes that major changes have occurred in the factors investigated and the data collection procedures employed in teacher effectiveness research and that the generalizability of significant findings continues to be limited by methodological and experimental design problems. (FL)

Narrative descriptions of class sessions conducted by seven junior high school English teachers were used to map the way order was achieved under different circumstances. (RM)

Explores materials in the ERIC system dealing with the turn-taking model of classroom interaction between teacher and students. (HTH)

Causes of the increasing gap between the educational researcher and the classroom teacher are investigated. As a possible solution, the author suggests involving the teacher in the research process as a teacher-researcher. Research designs that could be utilized are detailed. (BT)