Analyzes the effects of particularly cold, particularly hot, and widely changeable days upon pupil behavior in order to test the teacher folklore maxim that pupil behavior is linked to the weather. Identifies the strength and order of weather variables which are predictive of the number of disruptive pupil referrals. (KO)

Results of a study which partially replicated Roller's study of the effects of text-based (text structure) and reader-based (previous knowledge) factors on judgments of importance in exposition, suggest that ratings may be a more sensitive and dependable index of importance judgments than written summaries. (IAH)

Data from a study involving 43 grade 3-6 teachers suggests that teachers are able to differentiate effort and achievement when assigning ratings, and experiential relevance and familiarity are important factors in any grading system that teachers can successfully use. (IAH)

Results of an experimental study involving 49 sixth-grade science students suggest that teacher-constructed graphic organizers, regardless of position (before or after textual reading), are no more effective than traditional instruction in increasing comprehension and retention of science content-area information. (IAH)

Results of a study of 298 students (grades 3, 5, and 7) enrolled in Catholic and public schools suggest that school-related curiosity decreases as a function of grade level in both school settings. The grade level effect appeared stronger in the Catholic school. No significant gender effect was noted. (IAH)

Results of a study of 117 eighth-grade math students suggest: mastery-based methods were more effective than non-mastery methods in improving lesson achievement; computer-based and traditional delivery systems are of greatest value when complementing each other; and student attitudes were only nominally affected by various treatments. (IAH)

A study of 152 teacher preparation students, at three different training levels, found that students considered social defiance behaviors (destructiveness, aggression, disobedience) by pupils less tolerable, more controllable by the child, more costly, and more likely to be managed with restrictive behavior than social immaturity behavior…

An experimental study involving 32 second-grade poor readers found that students involved in dyad reading groups (buddy reading groups) made greater achievement gains on all reading outcomes (vocabulary and comprehension) than the matched control students. (IAH)

An experimental study involving 44 matched pairs of Israeli first graders found that reading at a faster pace increased comprehension and reduced errors in spite of the insertion of pictorial distractors. (IAH)

This article discusses findings from three studies investigating the effect of special instruction in sentence-combining on reading comprehension and writing skills. Results indicate significant gains among younger or still-developing students and focused gains among older students. (IAH)

Thirty-six above-average, low-income Hispanic children (in grades two-six) in a metropolitan area participated in a special year-long program designed to improve their self-esteem and strengthen thinking and learning skills. Hemisphericity and creative thinking measurements revealed that the sample had high right hemisphere scores and slightly…

This study examined the effects of different types of directions on the guessing behavior on multiple-choice tests of 43 male and 39 female fifth-graders. Areas investigated included reward and penalty clauses and test anxiety. Students' understanding of directions was the only significant factor discovered. (TJH)

Empirical research pertinent to understanding the extent and effects of teacher collective bargaining in public schools in the United States is reviewed. Compensation bargaining over teacher salaries, bargaining over working conditions (grievance procedures, time, minimum fairness), and educational policy bargaining (curriculum, student placement,…

Using teacher commitment as a dependent variable, moderating effects of seven potential substitutes for leadership were investigated using 450 elementary-school teachers. Organizational-commitment scores rose sharply with increases in supportive leadership among staff with low professional orientation. Commitment did not vary with supportive…

Using 489 students and 132 teachers in six elementary schools, the current use of elementary school time was evaluated. Allocated time for academic learning, students' time-on-task, and teacher traits related to task time were measured. Significant differences based on sex and race, but not on grade level, were found. (TJH)