This study investigates the claim that pupil race affects the reading grouping decisions of elementary school teachers, causing Black children to be overrepresented in lower ability groups. These analyses failed to uncover evidence of racial bias, though Black pupils were more likely to be placed in the lowest groups. (Author/LMO)

The relationship between grouping and friendship is examined in a longitudinal data set containing information on students in 110 reading groups in 32 classrooms of fourth, fifth, and sixth grades. (Author/LMO)

The present study, based on recent data and methods that control for estimated measurement error structures, finds that social background plays a similar role for Whites and Blacks in determining educational attainment. (Author/LMO)

The present study evaluated pre-primer basal reading materials using the Johnson and Mandler story grammar. Three stories from two widely used series were selected and rewritten in accord with the rules of the story grammar. First graders were studied under eight conditions, and conclusions were drawn. (Author/LMO)

Two explanations for text summarization deficiencies among older learners were investigated. Results of the study confirmed deficiencies documented in the literature but with some specificity for source of the deficit and for age level. Specific instructional remedies are proposed. (Author/LMO)

This study investigated effects of preperformance information on actual classroom teacher's expectations and attributions for a hypothetical male student. Teachers were found to have higher expectations for students with ascending performance patterns, and for students labeled learning disabled rather than mildly retarded. (Author/LMO)

Four different methods of study were presented to fifty-six learning disabled students, who were to learn characteristics of North American minerals. Methods were: (1) direct instruction; (2) mnemonic instruction; (3) reduced-list direct-instruction; and (4) free-study. Results supported findings that learning was superior in the mnemonic…

Teachers' goal orientations were assessed by means of tape-recorded, three-hour interviews. Content analysis of interview transcription replicated earlier findings indicating that elementary teachers place an inordinately high priority on affective concerns. A cluster analysis revealed three distinct goal orientations on the part of teachers.…

Using samples of college students of very high ability and strong academic background, sex differences in performance and perceptions of performance in introductory chemistry and mathematics courses were studied. Considerable differences favoring men were found, and these appeared to be due primarily to differences in mathematics background.…

Data from a 1975 survey using a large sample were analyzed to study the interactions among sex, race, social class, undergraduate grade point average, and the rank of the graduate or professional school attended. Results indicated strong associations between students' academic merit and attendance at prestigious colleges. (GDC)

Results are summarized of a questionnaire, completed for 48 of the 50 United States, concerning multicultural education. (New Mexico and Virginia are not included.) Questions include: the existence of a state-level program; a responsible person; multicultural certification requirements; and screening of textbooks and curriculum for racism or…

Beginning teachers in Florida were surveyed as to the weight they assigned to the results of teacher-made tests, district-wide standardized tests, and statewide minimum competency assessment tests in making major educational decisions. The results suggested that greatest weight was placed on the statewide assessment tests. (Author/GDC)

A rating scale measured further training needs of 337 school principals. Their concerns were as follows, starting with highest concerns: instructional leadership role; staff development; creative problem solving; planning for school growth; collaborative long-range planning; personal awareness; and school as an ecological system. (GDC)

The effects of formal and informal instructional processes upon adult college students' cognitive and affective states, as well as their classroom behaviors, were studied. Findings reaffirmed the previously reported significance of instructor role, classroom interaction, and course structure. (Author/GDC)

The relationship between listening skill development and cognitive moral development was investigated in 96 children, aged 8-10. Significant gains in listening occurred for students exposed to the listening course, but there were no significant differences in moral development between experimental and control groups. (Author/GDC)