This study examined the differential effects of a course-based treatment (i.e., students' direct application of reading strategies to their own college texts) versus a content-based treatment (i.e., student application of reading strategies to texts provided in the reading class) on various measures of student achievement and psychological…

This review explores the factors of cognitive processing, style, and metacognitive organization as they contribute to academic success. Specific discussions consider aspects of short- and long-term memory, including how these affect learning and academic performance, and the keys to attaining long-term memory capability by involving redundancy,…

This resource document provides general information about literacy portfolio assessment, guidelines on using the technique, and a format for getting started. The first part discusses testing and assessment in adult literacy and basic education, alternative assessment, and literacy portfolios. The second part contains a list of questions and steps…

This report examines the findings from a series of evaluations of efficacy programs in selected elementary and middle schools in Peoria (Illinois), Detroit (Michigan), Los Angeles (California), and the Ravenswood School District in East Palo Alto (California). An efficacy program initiated in Sacramento is targeted as a research site, but no data…

Scheduled for implementation in 1985, Student Excellence through Educational Development of Staff (SEEDS) is a 3-year cooperative partnership between four rural Southwest Iowa school districts to provide comprehensive, long-term staff development that promises to heighten student achievement through increasing instructional/supervision skills of…

STRIVE was a special instructional program which provided a nurturing, caring, intensive instructional milieu for over-aged, low-performing ninth graders, who were perceived to be at risk of dropping out of school, at Barbara Jordan High School for Careers in Houston (Texas) during the 1988-89 school year. This report evaluates the effectiveness…

During the 1982-83 school year the Spencerport (New York) Central School District began a comprehensive project to study the effective schools research and its implications at all levels of a suburban school system. A leadership planning team (consisting of teachers, principals, and district personnel) participated in a series of workshops and…

Albuquerque (New Mexico) public schools used a Title IV Part A grant to improve academic and behavioral functioning of American Indian elementary and secondary school students. The program's focus was tutoring provided to 899 Indian students from Canoncito Navajo Reservation, the Isleta Pueblo, and the city. A project coordinator, a resource…

An expanded Remediation Assistance Program designed to serve students with basic skills deficiencies in reading, mathematics, and language at grades 2-9 was funded by the 1984 Washington State Legislature. During the 1985-86 school year, programs were operated in 271 of the state's 298 school districts and served over 28,000 students. A majority…

To reduce aggressive children's behavior problems and to reduce their high risk status for later major difficulties, an Anger Coping intervention based on cognitive behavioral techniques was developed (Lochman, Nelson, and Sims, 1981). Despite promising outcomes, testing showed not all children improved with this program. This study compared the…

This monograph contains seven articles which focus primarily on formative evaluation for the purpose of furthering the learning of pupils. The articles include: an overview of formative evaluation by Peggy Chnupa; a description of the use of measurement and evaluation as an early screening for entering school children, by Sherrel Marginet and…

Study skills are comprised of both reading and thinking skills, and they can be classified as receptive, reflective, or expressive abilities. The objective of teaching study skills is to enable young people to study efficiently and independently in a variety of learning activities. The approaches to teaching study skills that are discussed in this…

This study investigated the relationship between the academic background of student teachers and the performance of their students in a secondary school field site. Three assessment models were used to determine the following: (1) whether student academic performance is influenced by the teaching field of the student teacher; (2) whether the…

Components of the Reading/Writing Skills Center (RWSC) at General College, University of Minnesota, are described and assessed in this paper. The paper discusses changes made in the RWSC during 1978-79; procedures followed when students first come to the RWSC; the training and responsibilities of the undergraduate RWSC tutors; student evaluations…

The effectiveness of the Elementary and Secondary Education Act Title I reading and mathematics laboratories were evaluated to assess the improvement of underachieving elementary school students' academic skills. Laboratory students were selected on the basis of academic (rather than socioeconomic) criteria in grades 2 through 5; the control…