Descriptor
Source
| Clearing House | 5 |
Author
| Callan, Roger John | 1 |
| Criscuolo, Nicholas P. | 1 |
| Jones, Robert M. | 1 |
| Lasley, Thomas J. | 1 |
| Lowe, Richard B. | 1 |
| Steinbrink, John E. | 1 |
Publication Type
| Journal Articles | 5 |
| Opinion Papers | 5 |
| Guides - Non-Classroom | 1 |
| Information Analyses | 1 |
| Reports - Research | 1 |
Education Level
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewedLowe, Richard B. – Clearing House, 1984
Offers tips for preparing for and doing well on the SAT. (FL)
Descriptors: High School Students, High Schools, Standardized Tests, Test Coaching
Peer reviewedCallan, Roger John – Clearing House, 1995
Cites research to support the notion that the time of day in which the SAT is administered has a significant adverse impact on many students taking the test. Suggests that changes in testing procedures (making tests available via computer at any time of the day or year) will serve students. (RS)
Descriptors: High Schools, Higher Education, Literature Reviews, Test Format
Peer reviewedSteinbrink, John E.; Jones, Robert M. – Clearing House, 1993
Argues for the increased use of cooperative learning within student groups with regard to test review. Provides data from two research projects that support the contention that cooperative test review improves student achievement. Suggests methods for implementing cooperative test review. (HB)
Descriptors: Cooperative Learning, Educational Research, Elementary Secondary Education, Instructional Improvement
Peer reviewedCriscuolo, Nicholas P. – Clearing House, 1986
Argues for the involvement of parents in school testing programs and describes six ways parents can help their students prepare for tests. (HOD)
Descriptors: Academic Achievement, Educational Improvement, Elementary Secondary Education, Parent Participation
Peer reviewedLasley, Thomas J. – Clearing House, 1993
Describes the difficulties caused by educators holding to a view of teaching that assumes that there is one "pedagogically correct" way of running a classroom. Provides three examples of harmful pedagogical correctness ("untracked" classes, cooperative learning, and testing and test-wiseness). Argues that such dogmatic views of…
Descriptors: Change Strategies, Cooperative Learning, Educational Change, Grouping (Instructional Purposes)
