Journal of Instructional Psychology, Vo! 30, No. 4..! 343 Index Alfassi, M., Promoting the “Will” and “Skill” of students at academic risk: An evaluation of an instructional design geared to foster achievement, self-efficacy, and motivation, 30( 1), 28-40. Astleitner, H., Brunken, R., & Leutner, D., The quality of instructional materials for argumentative knowledge construction, 30(1), 3-11. Box & Little, Cooperative small-group instruction combined with advanced organizers and their relationship to self-concept and social studies achievement of elementary school students, 30(4), 285-7. Bulach, C., Fulbright, J.P., & Williams, R., Bullying behavior: What is the potential for violence at your school, 30(2 ), 156-64. Cassel, R..N., First, second, and third force psychology serves as the only scientific means for determining parole readiness and prison reform, 30(2 ), 144-55. Chambers, Hardy, Smith, & Sienty, Personality indicators and Emergency Permit Teachers’ willingness to embrace technology, 30(3), 185-88. ChanLin, L.& Chang,Web-based library instruction for promoting information skills, 30(4), 265-75. ChanLin, L., Huang, R.S., & Chan, K., Web-based instruction in learning nutrition, 30(1), 12-21. Clump, M.A., Bauer, H. & Whiteleather, M., To attend or not to attend: Is that a good question?, 30(3), 220-4. DeRoma, V.M., Martin, K.M., & Kessler, M. L., The relationship between tolerance for ambiguity and need for course structure, 30(2), 104-9. Dykeman, B.F., The effects of family conflict resolution on children’s classroom behavior, 30(1), 41-46. Dykeman, B.F., School-based interventions for training social adjustment difficulties in children with traumatic brain injury, 30(3), 225-30. Ediger, M. Paraprofessionals in reading, 30( 1), 93-6. Ediger, M., Exploring poetry: The reading and writing connection, 30 (2), 165-8. Ediger, M., Philosophy and measurement of school achievement, 30(3 ), 231-6. Ediger, War and peace in the curriculum, 30(4), 288-93. Gadzella B.M. & Baloglu, M., High and low achieving students on processing, retaining, and retrieval of information, 30(2), 99-103. Genovese, Historical change in the cognitive and affective language of teaching, 30(4), Hansen, C.E. & Williams, M.R., Comparison of cross-cultural course changes: From traditional lecture course to contemporary course with biblio-leaming, video-leaminng, and experiential exercises, 30(3), 197-206. Hosen, R. & Solovey-Hosen, D., The instructional value of fostering social capital in the classroom, 30(1), 84-92. Ikpa, At risk children in resegregated schools: .An analysis of the achievement gap, 30(4), 294-304. Ironsmith, Marva, Haiju, & Eppler, Motivation and performance of college students enrolled in self- paced versus lecture-format remedial mathematics courses, 30(4), 276-84. Johari, A., Effects of inductive multimedia programs in mediating word problem translation, 30(1), 47-68. Killoran, B.M., Why is your homework not done? How theories of development affect your approach in the classroom, 30(4), 309-15. Journal of Instructional Psychology, Vo! 30, No. 4..! 343 Index Alfassi, M., Promoting the “Will” and “Skill” of students at academic risk: An evaluation of an instructional design geared to foster achievement, self-efficacy, and motivation, 30( 1), 28-40. Astleitner, H., Brunken, R., & Leutner, D., The quality of instructional materials for argumentative knowledge construction, 30(1), 3-11. Box & Little, Cooperative small-group instruction combined with advanced organizers and their relationship to self-concept and social studies achievement of elementary school students, 30(4), 285-7. Bulach, C., Fulbright, J.P., & Williams, R., Bullying behavior: What is the potential for violence at your school, 30(2 ), 156-64. Cassel, R..N., First, second, and third force psychology serves as the only scientific means for determining parole readiness and prison reform, 30(2 ), 144-55. Chambers, Hardy, Smith, & Sienty, Personality indicators and Emergency Permit Teachers’ willingness to embrace technology, 30(3), 185-88. ChanLin, L.& Chang,Web-based library instruction for promoting information skills, 30(4), 265-75. ChanLin, L., Huang, R.S., & Chan, K., Web-based instruction in learning nutrition, 30(1), 12-21. Clump, M.A., Bauer, H. & Whiteleather, M., To attend or not to attend: Is that a good question?, 30(3), 220-4. DeRoma, V.M., Martin, K.M., & Kessler, M. L., The relationship between tolerance for ambiguity and need for course structure, 30(2), 104-9. Dykeman, B.F., The effects of family conflict resolution on children’s classroom behavior, 30(1), 41-46. Dykeman, B.F., School-based interventions for training social adjustment difficulties in children with traumatic brain injury, 30(3), 225-30. Ediger, M. Paraprofessionals in reading, 30( 1), 93-6. Ediger, M., Exploring poetry: The reading and writing connection, 30 (2), 165-8. Ediger, M., Philosophy and measurement of school achievement, 30(3 ), 231-6. Ediger, War and peace in the curriculum, 30(4), 288-93. Gadzella B.M. & Baloglu, M., High and low achieving students on processing, retaining, and retrieval of information, 30(2), 99-103. Genovese, Historical change in the cognitive and affective language of teaching, 30(4), Hansen, C.E. & Williams, M.R., Comparison of cross-cultural course changes: From traditional lecture course to contemporary course with biblio-leaming, video-leaminng, and experiential exercises, 30(3), 197-206. Hosen, R. & Solovey-Hosen, D., The instructional value of fostering social capital in the classroom, 30(1), 84-92. Ikpa, At risk children in resegregated schools: .An analysis of the achievement gap, 30(4), 294-304. Ironsmith, Marva, Haiju, & Eppler, Motivation and performance of college students enrolled in self- paced versus lecture-format remedial mathematics courses, 30(4), 276-84. Johari, A., Effects of inductive multimedia programs in mediating word problem translation, 30(1), 47-68. Killoran, B.M., Why is your homework not done? How theories of development affect your approach in the classroom, 30(4), 309-15. 344/ Journal of Instructional Psychology, Vol. 30, No. 4 Klecker, Formative classroom assessment using cooperative groups: Vygotsky and random assignment, 30(3), 216-9. Kranz, P.L., Lund, N.L., & Steele, Survey of psychodramatists’ opinions: Professional issues post 9/11, 30(2), 173-5. Lett, D.F. & Wright, J.V.. Psychological barriers associated with matriculation of .African •American students in predominantly white institutions, 30(3), 189-96. Lewis, V.K., Shaha,, S.H., Farnsworth, B.J., Benson, L.F., & Bahr, D.L., The use of assessment in improving technology-based instruction programs, 30(2), 110-19. Ogden, W.R., Reaching all students: The feedback leclture, 30(1), 22-7. Owens, S.L., Smothers B.C., & Love, F.E., .Are girls victims of gender bias in our nation’s schools?, 30(2), 131-6. Ouarton, B., Research skills and the new undergraduate, 30(2), 120-4. Reynolds, Wright, & Beale, The role of grandparents in educating today’s children, 30(4), Rucker, M.L. & Gendrin, D.M., The impact of ethnic identification on student learning in the BBCU classroom, 30(3), 207-15. Ryan, E.R., Choosieness and the theology of terror, 30(3), 207-15. Sankaran, S. & Bui, T., Relationship between student characteristics and ethics: Implications for educators, 30(3 ), 240-53. Schoen, A.A., What potential does the Applied Behavior Analysis .Approach have for the treatment of children and youth with autism., 30(2), 125-30. Singh, D.K., Families of head start children: .A research connection, 30(1), 77-83. Singh, D.K., Let us hear the parents 30(2), 169-72. Stringer, S.J., Reynolds, G.P., & Simpson, F.M., Collaboration between classroom teachers and a schnool counselor through literature circles: Building self-esteem, 30(1), 69-76. Traynor, P.L., Computer-assisted instruction in learning, 30(2), 137-43. White, Implementing the multicultural education perspective into the Nursing education curriculum, 30(4), 326-32. Williams, H.S. & Kingham, M., Infusion of technology into the curriculum, 30( 3), 178-84. Wilson, Notar, & Yunker, Elementary in-service teachers’use of computers in the elementary classroom, 30(4), 256-64. Yi, Lin, & Kishmoto, Utilization of counseling services by international students, 30(4), 333-42. • i'. ' i" I ■; ; ^ C'