The effects of training on the interpersonal skills of supervisors during interviews with teachers were studied. Focus was on skills in listening to teachers and collaborating with them in planning for instructional improvement. Findings raise questions about what is being defined by supervisors as instructional supervision in the schools. (JD)

Findings of this study suggest that the sexually abused label on a child may lead teachers to demand and expect less academically, even in situations where a child is capable of more. Recommendations for teachers are discussed. (JD)

This study compared the learning and retention of the "scarcity" and "opportunity cost" concepts by students in grades one, three, and six. Results suggest a need for empirical research on factors affecting the retention of economic concepts by students in the early primary grades. (JD)

This study of teacher burnout focused on both individual and environmental factors believed to be implicated. Results suggest that individual variables of internal rewards and teaching efficacy and environmental characteristics, such as organizational rigidity and support from principal and peers, were strongly implicated in teacher burnout. (JD)

Findings of this study (n=2,500) revealed that student attitudes toward academic coursework were highly positive regardless of school quality, but to a large extent were significantly more positive in schools of lesser quality. The paths that lead to student attitudes also were different in schools of unlike quality. (JD)

Administrative roles are perceived as only moderately stressful. Some gender differences in stress patterns are identified along with lesser differences in the administrative roles studied. Physical activity is common and may be related to lower-than-anticipated levels of stress. (JD)

Findings are presented from a survey of 108 children, grades 1-2. The survey elicited children's perceptions concerning the general purposes of writing, personal preferences about writing activities, and self-concepts in relation to writing. Findings suggest that children's attitudes are an important dimension in understanding their writing…

Results of two experiments involving kindergarten and first grade students indicate that oral blending of dictated sounds into consonant-vowel-consonant words was markedly and significantly better when no pauses intervened between sounds than when pauses of one or three seconds intervened. Interactions between pause interval and word familiarity…

This article reports studies of adolescent passive and active vocabulary development. It describes measuring instruments applied to the oral and written language of 12- and 15-year-old students drawn from 10 social backgrounds in England and Australia. Implications for education are drawn from the results of these studies. (IAH)

Results of a study based on a survey of 119 early childhood educators revealed information regarding social competence and academic survival skills needed for a successful adjustment to kindergarten. Implications for curriculum development are discussed. (IAH)

Results from a study of 61 learning-disabled (LD) elementary students provide evidence that the Handwriting Scale included in the Test of Written Language is a valid measure of LD students' handwriting and that LD students have handwriting difficulties. (IAH)

Results of a study in which 42 college seniors were given photographs of teachers, accompanied by written statements of the teachers' instructional approach, did not reveal any main effects of attractiveness or gender upon perceptions of competence; although a significant interaction occurred between attractiveness, gender, and authoritarianism.…

Results from an experimental study involving 120 third, seventh, and eleventh grade parochial school girls showed that for third-grade females, short-term failure experiences are relatively transitory; however for females around the age of adolescence, helplessness and egotism appear to undertake a significant role in influencing behavior. (IAH)

A study involving 15 pairs of experienced physical education teachers and their student teachers found that experience does not help teachers identify learning style preferences of students and that teachers at both levels retain similar misconceptions about their students' learning styles. (IAH)

A study of fourth- and fifth-graders' critical thinking skills revealed that those subjects who participated in small-group discussions encouraging self-directed critical thinking skills were better able to apply the skills than were students who were asked to solve a problem individually. (Author/CB)