In a naturally integrated public elementary school, significantly more Black children were referred to the office than White children, but no differences between races were observed for exceptional education referrals. A higher proportion of males than females were referred to the principal's office for disciplinary reasons. (Author/GDC)

The Edwards Personal Preference Schedule was used to assess the personality variables of teachers named as effective by a sample of heterosexual, heterogeneous Black, Chicano, Indian, Asian, and White high school students. Specific attributes of effective teachers were identified, and include: intraception, change, dominance, nurturance, and…

The idea that nontraditional educational programs should be evaluated according to criteria defined by the theories behind the program is applied to an evaluation of a Planned Variation-Project Follow-Through program. Classroom observation was used to study adult-child interactions. (GDC)

This study investigated the differential performance of subjects across cultures (U.S. and Ireland); grade levels (grades 2, 3, and 4); and three test formats (multiple-choice-cloze, maze, and cloze). Recognition test formats produced higher scores than the cloze format. Cultural influences were also reported. (Author/GDC)

A graduate course in educational philosophy, having a uniform number of hours and the same instructor, was taken by eight different groups over three different periods of time: 15 weeks, 7-8 weeks, or 4 weekends. No significant differences were found in final examination scores among any of the groups. (GDC)

A comparison of continuing motivation in preschool and third-grade children suggested that extrinsic rewards for intrinsically interesting tasks reduced motivation, especially for older subjects. (GW)

Retention of reading skills was studied in 460 primary-grade pupils whose teachers had experienced varying incentive conditions, including monitoring, information feedback, and money. (GW)

The sentence position of adverbial subordinate clauses did not affect reading comprehension of ninth-grade students. (GW)

Data indicated that an innovative educational program failed to have a positive impact on freshman college students' personality development after one semester. (GW)

Research indicated that visual discrimination training could compensate for the impulsive response style of first-graders on reading tests. (GW)

Third-, fourth-, and fifth-graders who received training in recognition of context clues performed significantly better than controls on tests of reading skills. (GW)

Study showed that no significant differences existed between parents' and teachers' perceptions of the behavior patterns of exceptional children, but that parents restructured their perceptions to conform more closely to those of teachers. (GW)

The article outlines the nature of behavioral instruction, evaluates research on the effectiveness of behavioral instruction, evaluates research on the contribution of the components of behavioral instruction, and discusses critical issues with an eye to future developments. (RC)

Available published research on tutoring is reviewed with emphasis on research findings. Field research on long-term programs is examined, followed by a closer scrutiny of specific variables affecting the outcomes of tutoring--variables often examined in short-term projects. Included are problems of methodology and design. (RC)

This literature review provides evidence of dialect interference in black children's performance on oral reading, but large gaps exist in knowledge about Black English and the task of reading. The evidence of dialect interference in reading is equivocal at present, and the educational alternatives considered here are seen as premature. (RC)