Considers why Bernstein's theory of language codes has been misinterpreted, and describes an experiment in which undergraduate students interpret categories derived from Bernstein's lists of "linguistic code markers" in accordance with expectations emanating from a simplistic understanding of the theory. Suggests that the labelling consequence of…

The relationship between children's temporal ability and their comprehension of spoken prose as measured by a story recall test was studied using an incidental sample of 36 eleven-year-old subjects. The tests of temporal ability consisted of interval reproduction, interval division and pause perception. The nature of temporal ability and its role…

Reviews research on the sources and manifestations of stress among schoolteachers. Many possible sources of teacher stress have been identified, and some manifestations of stress are described. However, there are still many aspects of teacher stress that require investigation before a full understanding is possible. (Editor/RK)

Describes an investigation into the effect of certain selected variables upon the self-esteem of 157 student teachers at the Faculty of Education, the University of Birmingham. Subjects were administered two specially constructed questionnaires to measure their self-esteem, the Eysenck Personality Inventory, and a third questionnaire to elicit…

Seeks to appraise the present status of teacher expectation by posing the question, "Are we expecting too much of expectation?", and to locate the self-fulfilling prophecy--in all its variant forms--firmly within an interactionist framework. (Editor/RK)

One Hundred Forty-Two freshmen at a college of education in the Leeds Area were given a battery of tests and questionnaires designed to gather information about their performance in tests of written English and their responses to divergent thinking tests. (Editor/RK)

The former headmaster of a day school for maladjusted children provides a critical overview of surveys of the prevalence of violent and disruptive behavior in schools. (Editor/RK)

Describes a small scale study aimed at taking an objective, in-depth look at the personality and behavioral characteristics of a small group of children excluded from school, by comparing them with other children in their peer group, who had not been excluded. (Editor)

Focuses on pupils' and teachers' perceptions of their situation in school. The author, a teacher-counselor in a large inner-city school, draws on her experience to provide examples of ways in which children see their situations. Stresses the children's attempt to derive meaningfulness from their time in school, and points to the significance of…

Discusses a variety of ways in which teachers respond to the demands of teaching disruptive students. (Author/RK)

Discusses the interaction between children's behavior, and the way in which teachers perceive them. Considers the extent to which there is a relationship between the individual teacher's view of children, his response to difficult children, and the number and nature of children reported to present problems. (Editor/RK)

Suggests a method in which the combined insights and skills of secondary school staffs can be mobilized to support those teachers faced with problem behavior. Shows how this can generate greater effectiveness in a school as a whole, so that only a minority of children might require resources outside the school. (Editor/RK)

After an extensive study of school organization and discipline in a large number of schools, the author summarizes some of his findings about the way in which school organization can influence student behavior and teachers' coping skills. (Editor/RK)

Writing in his diary of 10th December, 1825, Crabb Robinson quoted from a recent conversation in which William Blake said, "There is no use in education. I hold it wrong. It is the great sin". Author believed that Blake's writings and conversations had considerable educational significance, and he considered them in this article. (Author/RK)

Contrary to much published opinion, little evidence was found of decrement in the performance of students in a University lecture. Decrement was measured by the percentage of "ideal" notes recorded by students in the course of an expository lecture. (Editor)