Information about early intervention was disseminated via mass media and group meetings. Findings revealed that parents attending group meetings learned specific information about available services and legal educational rights. Mass media stimulated requests for information but did not measurably affect parents' knowledge of early intervention.…

Concludes that the ability of public high school disciplinarians to recognize the elements of fairness in student suspension situations is only minimally acceptable. (FL)

A random sample of Texas physicians was surveyed regarding such issues as their knowledge of Public Law 94-142 and their medical school training in the areas of emotional disturbance, learning disabilities, and mental retardation. Of the 69 pediatricians, family practitioners, and general practitioners, only 64 percent were familiar with this…

Small group and individual training sessions for 14 mothers of handicapped preschoolers resulted in significant knowledge increases regarding instruction. Training involved instruction in record keeping. Results emphasized the need for including fathers in parent training. (CL)

Piaget's theory of cognitive motivation is examined. Other Piagetian theories are also explored: the distinction between figurative and operative aspects of knowledge, and passivity versus activity. A limited set of implications of Piaget's theory and description of intellectual development for methods of active education are discussed. (CT)

Despite the amount of work done in evaluation in the humanities, there has not been enough clarification of the kind of knowledge or experience that the humanities can yield. More of this clarification must be done before developing even more new evaluation techniques. (MSE)

Investigates differing perspectives on the role played by rhetoric in the acquisition of knowledge. Concludes that rhetoric, if viewed as an act of striving for audience adherence and consensus, can be a tool of critical inquiry which moves its practitioners (scientists, philosophers, or public communicators) toward apprehending reality. (PD)

A study involving 202 undergraduates and 115 regular educators examined the reliability of the Rucker-Gable Educational Programming Scale, a measure of teachers' attitudes toward and knowledge of appropriate program placement for handicapped children. Results showed the scale to be only moderately reliable. (SB)

Studied vocational rehabilitation clients' (N=110) use of multiple prescription drugs. Found 44 percent had parallel prescriptions from two or more physicians. Individuals were found to be largely uninformed about possible pernicious somatic and psychological sequelae of drug usage. Suggests recommendations for vocational rehabilitation efforts.…

Argues that distinctions which relegate rhetoric to social, explicit, or contingent knowledge incorrectly restrict the view of the rhetoric-epistemic relationship. Suggests another perspective. (PD)

Factors affecting the failure to use world knowledge to complete an otherwise incomplete linear ordering was examined. Failure persisted after three repetitions was unaffected by order of presentation or nature of test procedure. Performance was affected by overall amounts of known and new information and by their relation. (Author/RD)

Relative difficulty of Separate (Form S) and Grouped (Form G) True-False tests may be expected to be dependent on the ability levels of examinees. At some levels Form S should be less difficult, at others equally difficult, and at still others, more difficult, than Form G. (Author/RL)

A sociodrama technique based on a nonfiction account of a teacher's experiences with cultural retardation significantly increased the knowledge and empathy level of 25 classroom teachers toward mildly mentally retarded students. (CL)

Explores the relationship of student-generated questions to students' knowledge of a subject. (MKM)

When kindergarten, second-, and fourth-grade children judged and repeated sentences that varied grammatically, the older children produced more accurate judgments, but no age differences were noted for repetition. Unbiased judgment accuracy correlated with prereaders' reading readiness scores, providing evidence for the relationship between the…