An analysis of 50 years of research reveals that direct influences such as classroom management affect student learning more than indirect influences such as policies. Findings based on standardized tests and essay examinations showed student aptitude as the most influential variable, followed by classroom instruction and climate, context, program…

A discussion of recent developments and research on school improvement efforts precedes a review of information needs for broadening the data base on implementation and evaluation of innovative school improvement programs for handicapped and nonhandicapped students. A table matches effective classroom learning environments and expected student…

This paper presents a model for the study of self-instructive learning. The model is based on the assumption that individual differences in self-instructive abilities affect student learning. Application of the model in a classroom situation is discussed. (JAZ)

States that research suggests that a caring classroom and school climate combined with character education can improve student academic achievement. Draws implications for board of education policy. For example, sound classroom structure and function are based on a foundation of caring relationships. Concludes that schools must support and promote…

The design and effects of a data-based approach to training school staff in the implementation of innovative programs are discussed. The rationale and design of the Data-Based Staff Development Program, which has been developed to train school staff to implement the programmatic and personnel changes required to effectively establish and maintain…

The use of alternative instructional strategies and resources to meet the learning needs of individual students incorporates the diagnosis of student learning progress, the teaching of self-management skills, organizational supports, and family involvement into an effective educational program. (JN)

This study examined 56 elementary students' verbalizations to identify instances of self-instruction and self-monitoring during reading and mathematics. Results indicated that half of the verbalizations were self-instructive, and one-quarter of those involved self-monitoring. There were gender differences and differences in students who perceived…