Data collected on 25 ways teachers interact with first-grade students participating in reading groups within intact classrooms were analyzed with class mean analyses and two types of within-class analyses. A large number of statistically significant relationships occurred only at the student-within-reading-group level. (Author/GK)

Three hundred and fifty-five male biologists drawn from American Men and Women of Science, supplied information about their predoctoral experiences and accomplishments. It was concluded that potentially highly creative biologists can often be identified by predoctoral accomplishments and experiences at the graduate school level. (Author/GK)

This follow-up study investigated teacher attitude change over one preservice and three in-service years. The most significant finding was that professional preparation is a more critical variable affecting teacher attitudes than several years of post-graduate teaching experience. (Author/GK)

This review of literature on attrition from teaching indicate that teacher mobility has been studied from the institutional perspective, as personnel turnover, rather than from the viewpoint of the teacher and that important affective and personality issues have been neglected in favor of demographic factor identification. (Author/GK)

The effects of a combination of aversive and positive contingencies on target behaviors were investigated. Results indicated that teachers were more willing to implement treatment schedules that incorporated aversive contingencies and did implement treatment effectively. (Author/GK)

The important role pupil control matters play in teacher ratings of their principals' leadership is demonstrated. Guided by two hypotheses, this study found that teachers perceived their principals' pupil control views to be stricter than was actually the case. (GK)

Both field-dependents and field-independent teachers accurately ranked their students on academic competence, if the students had the same cognitive style. Field-dependent teachers had greater discrepancy scores, and negative ones, when ranking field-independent students. (GK)

As an extension of the focus on the relation of special education to regular education, this study investigated the national pattern of change in the school provision for educable mental retardation for the years 1940 to 1976. Across states, increased uniformity of inclusion of mentally exceptional students is apparent. (Author/GK)

Relationships between student attitudes and grade success are investigated, comparing contract and traditional grading approaches with preservice teachers. Factor analysis of student attitude questionnaires indicated two principal findings, both are discussed. (Author/GK)

The views of university faculty, primary school teachers and parents about reading instruction and the importance of language for school success were investigated. Results indicate all had different concepts of teaching and learning. Differences in attitudes about the importance of language for school success were not so marked. (Author/GK)

The Medical Cognitive Preference Inventory was used to determine the preferred cognitive styles of medical school professors and students. The most important results indicate a general similarity in the cognitive preferences of teachers and students. (CJ)

Feedback may be helpful in teacher training and supervision. A study indicates that, on the basis of student feedback, student teachers significantly changed their teaching styles across five dimensions. (CJ)

Contrary to conclusions made from previous research findings, teachers can accurately report their own behaviors under certain conditions. Continued research into conditions that influence accuracy in teacher self-reports is needed. (CJ)

Research findings suggest that cheating is situationally specific. Subjects cheat more under low risk than under high risk conditions. Cheating does not appear to be related to academic ability. (CJ)

Ability, emotional, personality, and task variables interact to influence the performance of learning disabled children on academic tasks. Analysis of the learning-teaching style that produces optimum student response will help in determining the best teaching method. (CJ)