This study investigates the influence of inner-city and suburban student teaching upon adjustment and effectiveness of first-year elementary teachers, with secondary attention to their personal and professional problems of adjustment to their initial teaching location. The fifty-five subjects of this study were first-year, inner-city and suburban teachers in the Dallas area. Except for two Black females and three Anglo males, all were Anglo females. The findings of this study support the following conclusions 1. Student-teaching locale should not be the determining factor in deciding the type of school for first-year teachers. 2. Effective inner-city student teachers may be expected to be highly effective teachers in both inner-city schools and those in other locales. 3. Successful student-teaching experiences, regardless of location, can be expected to produce well-adjusted, effective teachers. 4. It can be anticipated that inner-city teachers will experience a negative change in optimism, attitudes toward teaching, general adjustment and mental health during their initial year of teaching. 5. Both suburban and inner-city teachers who enjoyed successful student-teaching experiences can be expected to have good self-perception, empathy, a favorable view of children, confidence regarding classroom discipline, and effectiveness as a teacher.

This study compares the effect of the objectives-based test collections of the Instructional Objectives Exchange on reading comprehension and word-attack skills of fifth-grade students in a basal reader program. The IOX, a non-profit educational organization, was established in the late 1960's to provide educators with instructional materials such as criterion-referenced tests to allow realistic assessment of students in reference to specific instructional objectives. IOX Director James Popham states the Exchange's purpose as encouraging educators throughout the country to use criterion-referenced instructional procedures. The study compares gains in reading comprehension and word-attack skills of a research group with the gains of a control group, using the Stanford Diagnostic Reading Test for both pre-test and post-test. The IOX criterion-referenced tests were added to the reading program for the research group but were not given the control group.

This investigation is concerned with determining the value, if any, of certain curiosity constructs and thought skill experiences upon "raw score" responses of black sixth grade pupils to selected standardized and experimenter made tests. The major purpose of this study is to determine whether the curiosity levels of black children will be increased and if gains will be made in reading comprehension and responses when selected questioning procedures are used. The study is confined to teacher-directed instructional situations where pupils are engaged in reading acts.

The problem of the study was to compare the relationships between a cognitive-oriented and affective-oriented teacher in-service program on the subsequent incidence of humane characteristics in the classroom. Ninety-two teachers of grades 4, 5, and 6 from three school districts located in the Region XI Education Service Center area were involved in the study. One of the purposes of the study was to obtain information which could be helpful to Texas educators responsible for teacher in-service programs. It is critical that educators know the kinds of in-service programs which produce the greatest change in teacher behavior. This study concludes that in-service education programs which focus on specific instructional skills and strategies related to curriculum content are more viable in achieving the characteristics of a humane classroom than in-service programs which, though they be skills-oriented, do not relate specifically to curriculum content.