Two types of instructional adaptation were explored: routine adaptation (the extent to which teachers establish initial routines to facilitate ongoing adaptation) and specialized adaptation (how teachers modify instructional plans in light of student difficulty). Participants were 110 general educators. (Author/SM)

This study examined the effects of school learning variables (quality, motivation, academic coursework, and homework) on high school students' grades across five ethnic groups using data from a national longitudinal study. Results indicated that the variables were important to students' grades. Asian-American students' learning was strongly…

This study investigated kindergartners' awareness of how they learned to read at home and at school. Children (n=56) from schools using different methods were asked to tap their awareness about learning to read. Parent questionnaires assessed home support. Results indicated that students could describe how they were learning to read at home and at…

This study examined school characteristics linked to student achievement and the relationship between achievement and background, educational expectations, and classroom participation among African-American and white male students in 76 elementary schools. Though the factors were similar in both groups, the manner in which they related to academic…

Presents results af an exploratory study of the role of contextual and personal factors in modifying principals' administrative behavior. Of the personal characteristics, principals' goals, particularly those of providing leadership had the most influence on administrative behavior. Of contextual influences, the district's psychological…

Study investigated the detection of teacher expectancy effects across language and cultural boundaries. Students and teachers rated taped samples of foreign teachers talking about or to high-expectancy and low-expectancy students, focusing on facial expressions and body language. Teachers had distinctive nonverbal styles, even when language and…

Explores power relationships between teacher and participants in an inservice course as the tutor attempts to shift responsibility away from a teacher and toward the learners. Sees episodes of silence during the reflective discussions as particularly significant in the dynamic and changing awareness. Uses fictional writing to express feelings,…

Reports findings of two studies of the effects of pupil self-recording of on-task behavior. Finds evidence for the effectiveness of self-recording in improving on-task behavior levels. Finds positive effects on academic productivity in multiple baseline study. Concludes self-control skills may promote independent learning behavior allowing…

Presents results of a study of skilled history teachers. Considers beliefs and practices of teachers as compared to what the English National Curriculum defines as good practice. Concludes that many teachers fail to follow the national definition of good practice not because of ignorance but because they have different ideas. (DK)

Comments on Margaret Spear's work dealing with sex differences in handwriting and cultural stereotyping. Presents evidence of substantial differences between the handwriting of boys and girls. Finds that cultural stereotypes are accepted by teachers. Reports that children are able to determine the sex of the writer from examining the handwriting…

Presents results of a study of adolescents' responses to being touched. Breaks downs findings by status and sex of toucher, age and sex of subject, and type of touch and part of body being touched. Concludes that effective use of touch depends on conforming to expectations in terms of how, where, and by whom child is touched. (DK)

Presents results of a study of 16 to 18 year olds measuring attitude toward Christianity and interest in science. Finds significant negative correlation between the two. Cites key factors explaining this negative relationship as the perception of Christianity as necessarily involving creationism and of science as attaining to absolute truth or…

Argues educational researchers must recognize the need for a dialectic between theory and method. Proposes a quasi-historical methodology based on a theory of social action. Suggests a means for understanding the meanings of actions. Outlines a schema for the interpretation of text and offers researchers a form of disciplined inquiry. (Author/NL)

Researches student perceptions among Afro-Caribbeans, and Africans enrolled in Initial Teacher Education (ITE) departments in Great Britain. Students discover their courses fail to address racism issues; perceive the selection processes are discriminatory; and find racist attitudes among lecturers. (NL)

Explores relationships between various types of research and the implications for teacher/student dialogue. Discusses H. F. Gadamar's view of tradition as text. Suggests Active Tutorial Work strategies may not be engaging student/teacher dialogue. States teachers must take a more active role in initiating dialogue. (NL)