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Examines recent research to show that group-based mastery learning programs have consistently positive effects on student learning outcomes, including academic achievement, material retention, involvement in learning activities, and student attitudes. These programs also affect teachers and have considerable potential for implementation in regular classrooms. (52 references) (MLH)

Discusses R. Slavin's best-evidence synthesis method as an alternative to traditional meta-analysis and review techniques. Explains the inherent weaknesses of the technique Slavin uses and how the techniques can be misused. (RB)

A model describing three context variables hypothesized to affect measures of teacher effectiveness is presented. The variables are (1) student performance outcome; (2) student ability level; and (3) scope of teacher influence. This study investigated the relevance of scope of influence with individual students and with a group. Results are discussed. (Author/MT)

A study of 120 teachers who participated in a staff development program explores the relationship between perceptions shared by effective teachers and teacher attitudes toward implementing new instructional practices. Implications for instructional improvement efforts are discussed. (JL)

A synthesis of findings from 46 studies on group-based applications of mastery learning strategies points out their positive effects on both cognitive and affective student learning outcomes as well as on several teacher variables. Variables affecting the success of mastery learning, such as choice of strategy, student grade level, and study duration, are explored. (Author/CB)

Describes a study that evaluated the impact of a voluntary busing program begun in Chicago for the purpose of school desegregation. Discusses student academic achievement, student affect, classroom interaction, and parent attitudes. Concludes that, though the program was not detrimental to students in desegregated schools, parent discontent seemed prevalent. (GC)

Mastery learning is a philosophically based approach to teaching and learning which focuses on effective individualized instruction in the group oriented classroom setting. This article discusses the development and application of mastery learning theory and its implications for teachers. (JN)

A study of 182 in-service teachers hypothesized a strong relationship between teachers' feelings about themselves and teaching, and their perceived responsibility for student achievement. Findings supported the hypothesis. (AM)

Mastery learning, an approach originated by B. Bloom and based on formative testing to give the student feedback and correction, is advocated as an effective way to individualize instruction in a mainstreamed setting. (CL)

The causal attributions of 184 teachers from metropolitan school districts were found to vary with positive versus negative learning outcomes in terms of both internality/externality and stability of cause. Relations to overall efficacy, teaching experience, grade level taught, and teacher gender were explored; only grade level differences were significant. (Author/RD)

A scale assessing teacher beliefs concerning the responsibility for student academic success was developed and validated. The results show a striking difference in male/female teacher responses. Female teachers consistently assumed greater responsibility for the learning outcomes of their students. (JN)

To determine whether increasing teachers' effectiveness influences the relationship between teachers' initial expectations for a student and the student's actual performance, data were gathered on intermediate grades and secondary school teachers who participated in a mastery learning workshop. Correlations between teacher expectations and student performance were lower than those of a control group. (Author/PP)

Reviews the objectives and activities of the Center for the Improvement of Teaching and Learning (City Colleges of Chicago). Presents initial findings from studies of the characteristics of effective teachers, effects of course placement on student success, student involvement in instruction, and altering teaching methods to increase effectiveness. (CRB)

Discusses a study of the characteristics and behaviors of exceptionally effective urban community college teachers which used in-depth interviews with 28 college faculty identified as exemplary teachers. Shows that respondents shared many common teaching characteristics and instructional practices, but few common personal characteristics. (AYC)

It is believed that the core elements of mastery learning provide the basis for other innovative models. These elements include diagnostic pre-assessment with preateaching, high quality, group-based initial instruction, progress monitoring, and high-quality corrective instruction. Focusing on these elements can help in closing achievement gaps.

A model for grading students with disabilities and English language learners is presented. Grading systems should establish standards based on product, process and progress criteria. Teachers should also communicate the meaning of grades to students.

Personal responsibility can be learned in school when students are given the autonomy and opportunities to decide on their own in certain instances, such as choosing acceptable classroom rules, work locations and academic tasks. Other details on how to help students improve responsibility and decision making skills in school are discussed.

New Zealand assesses the learning progress of elementary and middle-level students through the National Educational Monitoring Project (NEMP), which offers an innovative approach to understanding student achievement in language arts. The comprehensive assessment program is designed to help teachers enhance students' literacy skills and to realize the value of high-quality formative assessment data drawn from authentic literacy tasks.

Tables of specifications bring added validity and utility to classroom assessments, while guaranteeing consistency and thoroughness. These tables of specifications provide a travel guide to help teachers move students toward mastery of standards.

A study is conducted to analyze weather the lists of the characteristics of effective professional development are derived through similar procedures and similar frames of reference. These lists guide school leaders in their improvement effort.

This article examines how teachers can make educational assessments meaningful learning experiences for students. Topics include how to follow assessments with corrective instruction and allowing students second chances to demonstrate their understanding.

The purpose of this study was to investigate the specific factors teachers consider when assigning students' report card grades. Data were gathered from 943 K-12 teachers from five school districts in a southeastern state in the United States who completed the Teachers' Grading Practices Survey. Analyses focused on how teachers weigh different factors in determining report card grades, and if these factors and weights differ among teachers who teach at different grade levels and have different amounts of classroom experience. Results revealed statistically significant differences among teachers at different grade levels but no differences associated with teachers' years of experience and no interaction effect. Differences by grade level were evident in teachers' consideration of both cognitive and non-cognitive factors of students' performance. Implications are discussed for improving grading policies and practices, teacher education and teacher professional development. [ABSTRACT FROM AUTHOR]

Explains the distinct features of both mastery learning and mastery teaching systems, highlighting their major foci, strengths, and weaknesses. Despite their differences, the systems can complement each other by providing teachers with powerful tools to enhance their instructional effectiveness. Includes 21 references. (MLH)

The author reviews the common elements of effective teaching. Quotes from four vocational teachers of the year on how they make the curriculum come alive are featured. (CH)

This overview is presented in three sections. Thomas Guskey outlines the development of mastery learning, its application in the classroom, and its benefits and drawbacks. LuOuida Phillips answers questions about the student's role in mastery learning. Kay Miller describes the success of mastery learning at Westover School. (SJL)

After an examination of 13 recent lists of characteristics of 'effective professional development,' Mr. Guskey concludes that they vary widely and that the research that supports them is inconsistent and [...]