In August 1972, a survey was taken of 121 randomly selected Naval Undersea Center employees who had completed training courses between June 1971 and May 1972. The questionnaire was designed to determine how useful the employees felt the courses were in relation to their jobs. Supervisors of 55 of the employees were asked to evaluate the training…

This study appraises some aspects of student development that have resulted from instruction in three different physical science courses: Traditional Physical Science, Interaction of Matter and Energy, and Introductory Physical Science. The students were analyzed for differences in understanding of science, achievement in science, or vocational…

This guide outlines various areas of concern to the National Highway Institute. They are: (1) the Institute's role including its mission, scope, functions, and relations with Federal Highway Administration Program offices, state and local governments, universities and technical institutes, and industry; (2) policies; (3) types of programs; (4)…

Basic Mathematics Review (BMR) is a remedial non-credit course at Essex Community College (Maryland) being taught on an individualized basis. Following diagnostic testing and placement, instruction utilizes programmed materials, tutors, and self-tests. Evaluation of the new individualized BMR and comparison with the traditional remedial course…

The University of Texas Medical Branch instituted a series of interdisciplinary courses as part of a major curriculum reform in September, 1970. After an evaluation of this change, some general trends were discovered, such as the dependence of course effectiveness on the quality of the course leadership; the need for more logistic and…

A study of those students taking vocationally-oriented courses in the arts and sciences faculties of Swedish universities examined background variables among the students as well as questions concerning the design and effectiveness of the courses. These courses are one term in length and organized to ease the transition from university studies to…

Seven multi-media instructional programs were evaluated on the basis of test scores, student attitudes, program preparation time, and cost of materials. Programs ranked best were videotape with 35mm slides, programmed instruction with 35mm slides, and Self-Evaluation Test only. (JT)

Pupils taught by the course "Speak Out" did better in a conventional preliminary test (school textbook type) than control groups. Construction, grading and results of the tests are described, and possible reasons are given for the better performance of the "Speak Out" groups. (Text is in German.) (IFS/WGA)

Discussed the benefits and costs of self-paced instruction (SPI) based on brief summaries of experiences in teaching introductory economics at seven universities. Provided also is a six-step pattern for setting up a self-paced course. The author concludes that the evidence on the educational benefits of self-paced instruction is at present…

The experience gained by a medical school faculty in developing and piloting a course for undergraduate medical students in medical care evaluation at the University of California at San Francisco (UCSF) led to a similar effort for house staff. The preclinical and clinical courses developed are described and key factors in their success or failure…

A multiple measurement approach to validating the interpretation of student ratings of a medical school course was investigated. Results indicated that the approach allowed for greater precision than single measurement procedures. (Author/JKS)

Formative and summative uses of students' ratings place conflicting demands on the composition of a rating form, but these conflicts are minimized when faculty partially control the content of evaluation. Under those criteria, the purposes served by students' ratings complement each other. Diagnostic use of ratings to improve instruction is…

As part of a senior high school physics unit on nuclear power, changes in student attitudes toward nuclear power plants and problems of energy supply were analyzed. Tests included a situational test, semantic differentials, knowledge or achievement, and a final questionnaire. The results are discussed. (CTM)

The effectiveness of a minicourse designed to improve the questioning skills of student teachers in grades 4-6 was investigated. Microteaching experience and supervisory feedback on student teaching behavior were provided for the experimental group, who made more significant gains in effective teaching behavior than the control group. (GDC)

A graduate course in educational philosophy, having a uniform number of hours and the same instructor, was taken by eight different groups over three different periods of time: 15 weeks, 7-8 weeks, or 4 weekends. No significant differences were found in final examination scores among any of the groups. (GDC)