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Peer reviewedMyers, Mark D.; Nichols, Joe D.; White, Janet – International Journal of Educational Reform, 2003
Using self-reporting instruments, examines relationship between the teacher's view of potential student achievement and student's view. Involves self-regulated learning activities and persistence in two large urban high schools in the South. Findings suggest likely significant influence of teacher's perspective of potential student achievement on…
Descriptors: Academic Achievement, High Schools, Independent Study, Intelligence
Peer reviewedNichols, Joe D. – International Journal of Educational Reform, 2002
Examines the effect of an alternative summer-learning program for at-risk students in low-income areas on student motivation and self-esteem. Reports that the program may have a positive impact on some aspects of student motivation and self-esteem. Student, staff, and parental written anecdotal comments about the program were generally positive.…
Descriptors: Elementary Schools, Goal Orientation, Middle Schools, Self Efficacy
Peer reviewedNichols, Joe D. – International Journal of Educational Reform, 2000
A recent project collected and analyzed student success indicators generated by six high schools from a large, midwestern school corporation. Schools with clear student goals and enhanced professional-development opportunities made more successful transitions to block schedules. High achievers remained successful; low-achievers struggled under…
Descriptors: Academic Achievement, Academic Failure, Block Scheduling, Discipline
Peer reviewedNichols, Get W.; Nichols, Joe D. – International Journal of Educational Reform, 1999
Discusses recent findings on looping's effects in our educational system and on parent/teacher attitudes in the school community. Analyzes parent survey data gathered at an urban elementary school in a large midwestern school corporation. Results suggest guarded support for multigraded classes, as effects on achievement gains are unknown. (13…
Descriptors: Educational Environment, Elementary Education, Looping (Teachers), Multigraded Classes
Peer reviewedNichols, Joe D. – International Journal of Educational Reform, 1998
Shows how differing perspectives of three cooperating researchers (a public-affairs specialist, a sociologist- anthropologist, and an educational psychologist) informed a project to investigate discipline, suspension, and expulsion data generated by a local school district for 1994-95. The advantages of multiple perspectives to educational…
Descriptors: Educational Psychology, Expulsion, High Schools, Minority Groups
Peer reviewedNichols, Joe D. – International Journal of Educational Reform, 1996
Compares two board members' educational philosophies and motivations, highlighting typical power struggles with patrons, teachers, and administrators. Both board members hold traditional educational values and a "back to basics" approach to curriculum development. Whereas Tom considers his unwillingness to compromise a positive attribute, Linda…
Descriptors: Administrator Attitudes, Back to Basics, Boards of Education, Case Studies
