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The purpose of this study was to test two hypotheses: (1) that participation in a course providing theory and practice in the classroom use of technology promotes its use and results in gained competence in technology use; and (2) that functional relations exist among the availability of technology in the classroom, technology utilization, and competence in technology use. Fifty-five graduate students participated in a course in the classroom use of technology tools. Statistically significant differences emerged between pretests and posttests on technology use, pointing to the effectiveness of the interventions. Further, as hypothesized, competence in the use of technology in the classroom proved to be a direct function of the degree of technology utilization. (Contains 1 table and 1 figure.)

Discusses recent theory and research on parental activities that influence children's academic self-regulatory development, describing a social-cognitive perspective on academic self- regulation which assumes parents function as implicit and explicit social models for their children and socially support their emulation and adaptive use of self-regulation. The paper describes a study of parental inducement of children's academic self-regulatory development, considering the implications for parents and teachers. (SM)

Analysis of 30 elementary teachers' personal meaning of "intelligence" resulted in development of a three-component model: (1) acquisition performance (how much students learn), (2) retention performance (how much material students remember), and (3) utilization performance (how extensively students utilize learned material). Path analysis supported the model's construct validity. (DB)

Forty-five boys and 45 girls in grades 5, 8, and 11 from schools for academically gifted students and 90 students in the same grades from regular schools described their uses of 14 self-regulated learning strategies and estimated their verbal and mathematical efficacy. Results support a triadic view of self-regulated learning. (SLD)

Using student interviews, teacher ratings, and achievement test outcomes, a strategy model of student self-regulated learning was validated as a theoretical construct. Results with 44 male and 36 female 10th graders indicate both convergent and discriminative validity for a self-regulated learning construct. (TJH)

In a previous study, the H-Wave small-muscle fiber stimulator significantly reduced chronic pain and restored physical function among patients with pain in the lower and upper extremities and spine. In this extended population observational study, a cross-sectional,computer-administered 10-item survey was administered to 6774 patients (3367 men [49.7%], 3406 women [50.3%], and 1 sex not reported [<1%]; mean+/-SD age, 45.28+/-10.08 y; range, 18-65 y) with chronic soft-tissue injury or neuropathic pain to assess their therapeutic response. The mean+/-SE duration of self-administered H-Wave treatment before the survey was completed was 87.35+/-1.39 d. Sixty-five percent of study participants reported a reduced or eliminated need for pain medication; 79% reported improved functional capacity or activity; and 78% reported 25% or greater reduction of pain. This cross-sectional evaluation represents the largest outcome study on the benefits of the H-Wave device in patients with chronic soft-tissue injury or neuropathic pain. The results suggest that this nonpharmacologic approach may provide an important alternative to standard pharmacologic treatment. [ABSTRACT FROM AUTHOR]

Presents information on a rank-free method of calculating Kendall's TAU based on Daniels' general approach to correlational analysis. Alternative way of calculating TAU; Limitations to Cooper's method.

Examines the relationships among measures of self-efficacy, self-regulation, collaborative learning behavior and grades. Collaborative verbal behavior of students in a computer course; Response to a questionnaire to assess academic self-efficacy; Teacher's rating.