I I Index Volume 26. 1999 Cain-Casion. M. A survey of opinions of North Carolina schtvol administrators regarding factors considered most important in hiring teachers for their first teaching position. 26(2). 69-7.^. Cassel. R.N.. A psychotherapy assessment battery based on outcomes as opposed to efficacy. 26(.'^). 1.^9-144. Cassel. R.N. & Ritter. D.L.. Assessing the demtKratic maturity and self-fulfillment of 154 Air Force high school JROTC Cadets, 26( 1 ).-^-6. DeMoulin. D.F. & Kolstad. R.. Change in a pre-teacher education group for democratic maturity during five years of undergraduate and education. 26(.^). 145-148. Desai. M.S., Richards. T.. & Eddy. J.P.. End-User Training: A Meta Model, 26(2),74-84. Ediger. M.. Reading and vcKabuIary development, 26(1). 7-15. Ediger. M.. Organizing instruction in mathematics. 26(2). 85-91. Ediger, M., Who should select objectives?, 26(.'^). 149-50. Ediger, M.. The pupil in the rural school. 26(4). 280-5. Fatt. J.P.T.. Innovative Curricula: Involving the community in creative ways. 26(.^). 151- 60. Gadzella. B. M., Differences among cognitive-prtKCssing style groups on personality traits. 26(.'?). 161-166. Haberman. M.. Increasing the number of high-quality African American teachers in urban schools, 26(4). 208-12. Hansman. C.A., Grant. D., Spencer. L.. & Jackson. H.. Beyond diversity: Dismantling barriers in education. 26(1), 16-21. Hittner. J.B., Fostering critical thinking in personality psychology: The trait paper assign¬ ment. 26(2), 92-7. Kiel, J.M.. Reshaping Maslow 's Hierarchy, 26(-^), 167-8. Klecker, B.M. & Loadman. W.. Measuring principals’ openness to change on three dimensions: Affective, cognitive, and behavioral, 26(4). 213-25. Kranz. P.L.. Cook. S.B.. & Lund. N.L. Perceived stress reported by fisheries graduate students at Tennessee Technological University, 26(3), 169-72. Kranz, P.L. & Lund, N.L.. Survey of psychodramatists’ opinions: Issues facing the profession for the new millennium. 26(4), 263-7. Kuby. P.. Gocxlstadt-Killoran. L. Aldridge. J.. & Kirkland. L., Review of research on environmental print. 26(3). 173-82. Lawrence. W.W., Jones. E.. & Smith. F.. Students’ perceived needs as identified by students. 26(1). 2-9. Linton. J.M. & Daugherty, T.K., Perceived therapeutic qualities of counselor trainees with disabilities. 26(1). .30-5. Linville. J.M.. Rust. J.O., & Kim, J.K., The Information and Picture Completion Dyad of the WISC-IIl as a short form screening test for gifted referrals. 26(2), 98-104. Long, J.D.. Biggs, J.C.. & Hinson, J.T.. Perceptions of education majors and experienced teachers regarding factors that contribute to classroom management, 26(2). 105-10. Markham.P.L. Stressors and coping strategies of ESL teachers, 26(4), 268-79. Maynard, J., Tyler, J.L. & Arnold. M. Co-occurrence of attention-deficit disorder and learning disability: An overview of research, 26(3), 183-7. 297 Miller, R.B.. DcBacker. T.K. & Greene. B.A. Perceived instrumeniality and academics; The link to talk valuing. 26(4). 250-60. Newman. E.J.. In the trenches: Increasing competency of teachers-in-training by having them conduct individualized interventions, 26(1), .^6-41. Ogletree, S.M.. Improving career advising: Resptmding to alumni surveys. 26(1. 42-5. Petress. K.C. Listening; A Vital Skill, 26(4). 261-2. Pinon, M.F. Video imager> and children's recall of televised geographic information: Affecting more than visual content. 26(4). 226-.^7. Ralph. E.G. Oral-questioning skills of novice teachers; Any questions?. 26(4). 286-%. Schroth. g., Pankake. A., & Gates. G. A comparison of pedagogical approaches to teaching graduate students in educational administration. 26(4). 2.^8-49. Sheehan. E.P. & DuPrey. T.. Student Evaluations of University Teaching. 26(.^). 188-%. Simplicio. J.S.C.. Some simple and yet overlcx>ked common sense tips for more effective classriwm environment. 26(2). 111-5. Snell. J. & Mekies. S., Online education and academic rigor; A research note. 26(.'^). 194- 5. .Squire. P.J.. Levels of Cognition in Teaching Adult Vwational Education Programs in Central Ohio. 26(2). l29-.^6. Stringer. S.J.. Morton. R.C.. & Bonikowski. M.H.. Learning disabled students: Using prix:ess writing to build autonomy and selfesteem. 26(.^), I96-2(K). Subair. S.K. &. Mqjaphoko, B.B.. Factors influencing the attrition of agriculture teachers in secondary schcH>ls in Botswana. 26(1). 46-55. Swick. K.J. & Brown. M.H., The caring ethic in early childhood teacher education. 26(2). 116-20. Thompson. J.M., Enhancing cognitive development in college classrooms; A review. 26(1). 56-6."^. Tomeo. M. & Templer. D.L. Relationship between comprehensive examination require¬ ment in clinical psychology dtKtoral programs and score on the examination for profes¬ sional practice in psychology, 26( 1). 64-6. Vodanovich. S.J. & Piotrowski. C., Training in personnel selection assessment: Survey of graduate I/O programs. 26(-^). 201-5. Waring. D.A.. Farthing, C.B.. & Ashley, P.K.. Impulsive Response Style affects computer- administered multiple-choice test performance. 26(2). 121-8. -<? '