This experiment explored the effects of ability and effort attributional feedback given during subtraction competency development on third-grade children's perceived self-efficacy and achievement. Children given ability feedback demonstrated the highest subtraction skill and self-efficacy; the effort and ability plus effort conditions did not…

This study was concerned with assessing knowledge of concept interrelationships. Comparisons were made between performance on the concept comparison task (making a comparative judgment in the form of a rating on each pair of a set of concept labels) and essay test performance. (Author/PN)

This interview and observational study examined differences in the behavior of teachers and students in high- and low-ability reading groups within 20 kindergarten and first grade heterogeneous classrooms, to determine if intraclass ability grouping interferes with the academic development of low-income and minority students. (PN)

The purpose of this study was to determine (1) whether sex operated as a diffuse status characteristic in mixed-sex groups of fourth- and fifth-grade children (n=168), and (2) whether an intervention based on expectation states theory would be successful in changing the status relationships within such groups. (PN)

This study examines teachers' interactions with fourth- and fifth-grade Mexican American (n=40) and Anglo American (n=59) students who were similar in terms of socioeconomic background, level of academic achievement, and English proficiency. The relationship of these interactions to students' achievement is also examined. (PN)

This study examines the utility of an elaboration hypothesis as a means of predicting the recall of major ideas from text through the manipulation of paragraphs and via the use of inserted questions requiring different levels of elaboration. (PN)

Differences among female tutors (n=80), aged 9 to 11, were examined in two ways: (1) using contrasts between same-age and mixed-age tutors; and (2) with separate contrasts, for the 11-year-old tutors, according to the ages of their tutees. (PN)

The literature on self-fulfilling prophecy effects is reviewed, with emphasis on its application to in-service teachers and their students. It is concluded that a minority of teachers have major expectation effects on their students' achievement. (Author/PN)

The purpose of this study was to examine how two different speech varieties used during an oral reading and recall task influenced primary grade teachers' evaluations of reading comprehension and how teachers' attitudes toward Black English related to their evaluations. (Author/PN)

The influence of matched or mismatched cognitive styles on perceived satisfaction and performance among students and teachers was examined in eight secondary school classrooms comprising 192 students. Results revealed the predicted interaction effect (favoring matched styles) on student perceptions of satisfaction and a similar trend on…

Relations between the social judgments and social behavior of 40 junior high school students were examined. Twenty of the students had engaged in disruptive behaviors that involved violations of classroom regulations and defiance of authorities. One year later, 13 of the 20 originally disruptive students no longer displayed disruptive behavior.…

The two experiments reported each varied whether 80 college students learned a vocabulary list using the keyword method or through their own strategies and whether items were experimenter- or subject-paced during presentation. In both experiments, keyword subjects outperformed controls, and there was no Treatment x Pacing interaction. (Author/PN)

This article describes how the effects of initial and final lecture quality on end-of-course student ratings can be predicted from seemingly unrelated gain-loss theory. The effects were investigated, along with the effect on ratings of student belief that the instructor will use midterm rating feedback to improve teaching. (Author)

This study investigated the influence of student sex and ethnicity, and teacher sex, ethnicity, and teaching level on referrals to Special Education. Responses of 320 teachers to a systematically varied proctocol showed that recommendations were influenced by teacher ethnicity and teaching level but not by student sex or race. (Author)

High school students read and were immediately tested on a prose passage, then estimated how well they would score if tested after a delay of 1, 8, or 15 days. Students expected a larger amount of forgetting than actually occurred and failed to predict positive effects of note-taking. (PN)