"Thinking while teaching" was explored in a case study of teaching styles at an elementary school. Data were collected by stimulated recall interviews, classroom observation, and pupil sort tasks. The data suggested a high correlation between teachers' observable behavior and cognitive processes. (Author/JKS)

Teachers'"inflight" decisions were investigated by recording those cues in the classroom to which teachers responded. Through stimulated recall interviews, it was found that the cues teachers noticed and based decisions upon were global and tended to adhere closely to the traditional recitation model of teaching. (Author/JKS)

Information processing of elementary teachers in the classroom was investigated by interviewing teachers. Findings indicated that the context (time of year, instructional setting, and curriculum-management system) was a key factor in information processing. (Author/JKS)

In view of the fact that present studies of teacher effectiveness are incongruent and ineffective, a new approach--cognitive information processing--is evolving. The author contends that this new approach will lead to changes in topics of research, methods of research, and nature of the results. (JKS)

Teachers' predictions of pupil success in elementary school were compared to pupil performance in terms of quartile placement on national test norms. Results indicated that teachers were able to predict reading achievement but had less predictive ability in other areas. (JKS)

Major concepts of information processing in teaching were reviewed, and a proposed framework was designed. The author contends that teachers' information processing primarily affects long term decisions, flow of activities, and the selection of materials. (Author/JKS)

The author contends that in order to change teacher classroom behavior, the thought processes of the teacher (while teaching) must be made conscious and be altered through in-service training. (JKS)

The information processing of teaching was investigated in a case study, comparing the behavior and cognition of ten elementary school teachers. Data indicated that the amount of discrepancy between teaching plan and classroom reality was a critical variable in the information processing of teachers. (JKS)

It is asserted that intelligence testing is part of a national educational ideology which is used to rationalize Chicanos' educational inequalities. This rationale suggests that inequality is the result of the group's inability to function competently within the American social and educational structures. (MH)

A study was conducted to determine if a relationship existed between variables describing the role and role expectation of Black school superintendents and the relative importance of immediate and future school-related problems. The strongest predictors of problem importance were years in position and school district size. (Author/MH)

An historical and sociological explanation is presented for the occurrence of overrepresentation of racial minorities in special education classes for mentally retarded school children discovered in the California public schools. (Author/MH)

Results of an investigation of the permanency of gains in problem solving, listening, and abstract thinking among fifth graders are reported. Findings indicate that the experimental group with listening training shows greatest gains. (MH)

The amount of conceptual convergence for concepts of nine objects in elementary school children was investigated. Findings revealed substantial convergence on core meanings within and among age groups, and a steady expansion of meaning with age and experience, especially between grades one and three. (Author/MH)

Six factors which influence carryover of innovative teaching methods (learned in teacher education programs) to elementary schools were studied. Lack of college instruction in organizing and managing the classroom for small group and individualized mathematics instruction was the main reason for not implementing the innovations learned in college…

Relationships among self-concept, educational attitudes, and the performance of 5l elementary school student teachers were explored. Results indicated student teacher competencies were related to educational attitudes and self-concept operating jointly. Variance in student teacher performance was significantly affected by the addition of…