Describes use of a slide presentation as a year-end review. Student responses to the presentation (which included slides of students engaged in physics activities) were extremely favorable. (JN)

Program specifics, problems, modification, and use of a general quiz program that can be utilized by teachers with essentially no programing experience are described. A printout of the program is included. Written in BASIC for the TRS-80 I/II, it can be adapted to any computer. (MBR)

This report examined the academic review processes at the three Department of Defense service academies, describing how the academies use these processes to review cases of students who have not met academic performance standards. Based on interviews with academy officials and relevant documents, it outlines the review processes in place at the…

Lifelong learning is a major challenge for today's professionals. This home-study learning program offers a cost-effective means that allows learners to pace themselves in learning a body of knowledge in relation to their individual needs. A self-assessment questionnaire allows readers to assess their strengths and weaknesses in relation to the…

Subjects listened to a set of three 5-minute passages. A free-recall test and a multiple-choice test were administered at the conclusion of the experiment. It was found that the number of ideas recalled was favorably influenced by note taking, rehearsal and testing. (CK)

This article suggests that school counselors do not deal systematically and consistently with exceptional children's needs. It appraises counselors' work with mentally retarded, emotionally disturbed, and gifted students. (Author)

The results of reanalyses of statistical procedures used in the class-size meta-analyses by Glass and Smith are reported. The analyses suggest that the use of suboptimal statistical methods did not greatly affect the results of the meta-analyses by Glass and Smith. (Author/PN)

Two experiments studied the effects of note-taking, strategy of note-taking (short/long notes), and reviewing personal notes and/or simplified teacher-notes on immediate and delayed recall. One hundred and sixty Nigerian university students, classified as either short or long note-takers, served as subjects. (Author)

The research literature indicates that recording notes is less crucial than students' review of notes for performance on a variety of learning tasks. Future research on notetaking should include factors such as length of presentation, interest in material, format of information delivery, and student use of notes. (Author/RD)

Describes a mathematics review lesson that provides an opportunity for students to review topics through problems that require an in-depth analysis of their similarities and differences. (FL)

Notetaking and rereading improved college students' recall of text material, but summarizing passages without reference to the original text did not. (Editor)

Suggests unorthodox methods that may help to make studying more agreeable to students. Discussed are organizing complex cheat notes, use of chalkboard on pretending to give lectures on the subject to be mastered, developing an appreciation ("psyching out") for the professor's philosophy, and using flash cards for vocabulary mastery. (CS)

Describes "Review in the Round," a student-centered review process that combines discussion and cooperative learning. Describes its purposes, preparation (outside class), and the review procedure. (SR)

Describes how one seventh-grade teacher accomplishes a comprehensive review of reading and writing skills by having groups of students design and present reviews of selected skills to their classmates. (SR)