For over 30 years, there has been a continuing concern with differential teacher attention to boys and girls in the classroom. In this article, we review themes and issues in gender and classroom interaction. The evolving theoretical perspectives on gender inequality are discussed and the pertinent empirical evidence is reviewed. The influence of…

The assessment records detailing the reading and spelling performance of a group of male juvenile justice detainees admitted over a 3-month period were examined in an attempt to quantify the basic literacy levels of juvenile offenders. Results of student self-ratings of their reading ability were also analysed. The participants comprised 68 males…

Elementary school low-progress readers (n=40) participated in MULTILIT (Make Up Lost Time in Literacy), half in standard literacy instruction and half in Rainbow Reading (read-along tapes involving repeated readings). The already high efficacy of MULTILIT was not enhanced by supplementing it with Rainbow Reading. (SK)

Tests the hypotheses that a classroom teacher can, with a minimum of assistance, apply a "game" contingency to control the maladaptive behaviors of students and that this could be applied without upsetting the informality of the classroom or the teacher's on-going instructional function. (Author/RK)

A sample of 116 British teachers completed Musgrove's scale assessing their attitudes toward behavior modification and its use in educational settings. Overall mean scores suggested ambivalence. Among background variables, only prior familiarity with behavior modification influenced teachers' attitudes toward it, confirming Musgrove's findings.…

Two studies are reported in which the behaviors of four infant class teachers in England and their respective classes were observed and recorded. The aim of the studies was to examine the effects of contingent teacher touch behavior upon children's classroom behavior. Touch was found to increase on-task behavior and decrease disruptive behavior.…

A survey of 198 British elementary teachers revealed that 51 percent believe they were spending too much time on behavior problems. Three-quarters of the teachers identifed boys as their most troublesome students. Asked to identify the most troublesome classroom behaviors, the teachers selected "talking out of turn" and "hindering other children."…

The effects of the highly structured Distar language program and the semistructured Schiach program were compared on two groups of socially disadvantaged children in a day nursery. (Both programs attempt to assist young, learning-delayed children.) There were no major statistically significant differences between the two groups. (SK)

Data from 3 observations of 32 primary and 38 secondary teachers showed no differences in primary teachers' responses to boys and girls but significant differences in secondary teachers' responses--boys received more responses overall, female teachers responded more negatively to boys' social behavior, male teachers more positively to boys'…