Documented similarities and differences in the domain-specific and global self-evaluations of 235 normally achieving, 118 learning disabled, and 70 behaviorally disordered adolescents. Factor analysis revealed eight discrete self-concept domains for each group. Discusses similarities and differences and within-group processes. Contains 46…

Examined relations between parent attitudes, intrinsic value of science, peer support, available activities, and preference for science careers for science-talented rural high school girls. Findings from questionnaires completed by 220 students and their mothers highlight the importance of providing activities and other supports to maintain girls'…

Derived longitudinal causal models of growth in mathematics and English constructs using three waves of data from the National Education Longitudinal Study of 1988 (n=24,599). Results indicate that the contribution of prior variables in English and mathematics to subsequent outcomes in both subjects was similar for females and males. Contains 68…

Examined the class formation procedures used in 22 elementary schools from two districts and the influence these procedures had on the composition of 200 classes, 56 of which were combination classes of students from two grade levels. Principals tended to assign higher ability and more independent students to combination classes to ease teacher…

Suggests that, by looking for commonalities and differences across settings, tasks, working methods, goals, and values, a framework for understanding collaboration can be constructed that preserves the benefits of rich descriptive accounts of collaboration. Emphasizes the importance of multiple definitions and multiple models of collaborative…

Discusses ways in which the dialectic between differing approaches to studying, theorizing, and representing collaboration may illuminate issues related to the nature and scope of scholarly inquiry. Contains 15 references. (Author/SLD)

Two studies of 84 fourth graders investigated how goals and self-evaluation affect motivation and achievement outcomes. Students studied fractions under either "learning" or "performance" goals; motivation and achievement outcomes were measured. Learning goals and self-evaluation improve achievement outcomes. (MAK)

Differences in theories of actions may be a source of considerable conflict in education reform. An analysis of the first two years of the ATLAS Communities Project shows how different theories of action contributed to significant disagreement over issues on the process of change, nature of curriculum, and personal and organizational development.…

Examines how the local school district's nonmonolithic character undermines state-level efforts to create more coherent guidance for instruction of teachers. Two districts' responses to a state reading policy are examined to reveal that what the district does by way of enacting state policy is not always internally homogenous. (Author/MAK)

Studied five tutors' personal constructs about their students, as identified by repertory grid interviews and interpreted by cluster analysis. All tutors judged and classified students in similarly defined terms of motivation and intellectual ability. Implications for programming computer-based tutors are discussed. (Author/MAK)

Surveyed 656 fifth graders on their use of self-handicapping strategies and examined predictors of self-handicapping. Boys used handicapping more than girls did, and grade point average and perceived academic competence were negatively related to handicapping. Ability goal structure and teaching practices highlighting relative ability were…

Studied relations between parenting and school performance of fourth and fifth graders in 75 Asian-American, 109 Latino, and 91 European-American families. Ethnic differences emerged in parents' expectations for education attainment and grades, childrearing beliefs, perceptions of parental efficacy, and in relations between these beliefs and…

Studied relationships among stressors, active and passive coping strategies, and psychological distress in 412 Chinese teachers in Hong Kong. A mediational model (stress-coping) with coping strategies mediating effects of stressors on psychological distress represented an adequate fit to the data. (Author/MAK)

Examined the differential effects of two instructional strategies (explicit schema-based and traditional-based) on the acquisition, maintenance, and generalization of mathematical word problem solving among elementary students at risk or with mild disabilities. Pretesting and posttesting indicated that both groups' performance increased from…

Interactions and performances of 10 high-achieving third- and fourth-grade students on complex mathematics tasks were studied as a function of paring with other high-achieving (homogeneous) or low-achieving (heterogeneous pairing) students. Homogeneous dyads operate more collaboratively, generate more cognitive conflict, and create better quality…