Pupil behaviors during oral reading influence teacher response more strongly than do preconceived pupil status variables. The research findings are also related to the formation of teacher expectations. (CJ)

Research findings indicate that young children learn concepts better when presented with less stimulus between negative and positive behaviors and greater variation among positive behaviors. (CJ)

Data relating teacher achievement in and attitudes toward reading to their pupils' achievement in and attitudes about reading suggests that high achievement and positive attitudes on the part of teachers is reflected in students. (CJ)

A survey of reading teachers and Title I program directors in Kansas indicates that 50 percent of the former and 90 percent of the latter do not judge themselves adequately prepared to teach handicapped children under the Education for All Handicapped Children Act. (CJ)

This article discusses: (1) evolution of the concept of selective underachievement in reading; (2) evidence that reading disorders are linked to written language and speech problems; and (3) anatomical, physiological, and biochemical aspects of brain research. Specialized medical instruments do not yet replace good clinical observation for…

A study compared students' evaluation of their teachers with other means of teacher evaluation and also examined how student characteristics and attitudes, along with different types of teacher behavior, influenced students' ratings. In general, evaluations by the sixth-grade students appeared to be reliable and useful measures of teacher…

Classroom behavior of experienced and novice teachers was studied in terms of: (1) use of student cues; (2) instructional responses to cues; and (3) teachers' instructional goals and prior knowledge. Experienced teachers used twice as many kinds of instructional actions, as well as more complex associations between cues and responses. (Author/PP)

Existing classroom data were used in a preliminary test of a theoretical model of student academic motivation. Expected relationships among verbal ability, internality, self-esteem, and success were found, along with evidence that class grouping may alter them. Problems encountered using existing research for other purposes are described.…

Two studies were conducted to obtain information about the metacognitive environment of the preschool child and the impact of parent-child communication on problem solving. Children working with parents showed improvement on several problem-solving measures, but children working alone also improved, solely as a result of practice. (Author/PP)

A study examined student engaged and nonengaged behavior in mathematics class during various types of instructional activities and at different age levels. Third- and fifth-grade students spent more time on seatwork, while seventh-grade students had more teacher-led activities. As grade level increased, student engagement decreased. (Author/PP)

Researchers investigated whether inservice teachers' attitudes toward writing would be more similar with linguists' attitudes after participating in workshops stressing a process approach to writing. The workshops did influence teachers' attitudes, so that they relied less on rules and more on language usage to dtermine the appropriateness of a…

Empirical articles in the "Journal of Education Research" in 1970 and 1980 were compared to determine whether there were qualitative differences. Quality indicators used included statistics, focus of study, external funding, type of study, type of explanation, and reference characteristics. (Author/PP)

Researchers measured how much thinking time teachers allowed third grade readers of various ability levels when responding to questions. Teachers allowed more time for thinking after text-based questions, although scriptal questions usually required higher-level thinking and, consequently, more time. (Author/PP)

Attainment of five earth science concepts by high school seniors depended on the amount of previous science coursework by the students and on the size of their school's enrollment. Seniors in Texas high schools were subjects of the study. (Author/PP)

The effects of systems-based mathematics instruction on students' mathematics achievement were studied over a two-year period. Students taught by that method for the full two years outscored those receiving one year of systems-based instruction, those previously taught by that method, and those taught exclusively by conventional methods.…