A state of the art review. 30 references. (MC)

The ability of beginning readers to apply eighteen phonic generalizations in reading nonsense words in lists and sentences was studied. (Authors)

It was concluded that important differences occurred in interaction patterns, but not in pupil affect, when two different curricular organizing strategies were used. (Author)

Study to determine the relationship, if any, between the levels of thinking used by the teacher and those used by pupils. (Author/CB)

Purpose of this study was to examine the effect of relevant curriculum materials upon the self-concept, achievement, and school attendance of black students. (Author)

It was found that the measure of adjustment was significantly related to mathematics performance after the effects of anxiety and intelligence were partialled out. (Authors)

Results indicated that the pupil-centric pattern was superior to teacher-centric instruction in terms of student achievement. Student attitudes toward the effectiveness of the teacher's performance were improved as a result of the pupil-centric instructional pattern. (Author)

In studying effects of teacher expectancies upon student behavior authors found that more time was spent with the ostensibly superior student. (Editor)

Supporting previous findings, a strong relationship is found to exist between perceived teacher evaluation and both academic self-concept and level of academic aspiration. (Author)

This investigation utilized role theory as a model for research into social studies curriculum through the identification of dimensions of teacher expectation and student behaviors. (Authors)

Study concerned with identifying and measuring self-made academic predictions of entering junior college freshmen and with relating these predictions to past and future academic performance, as well as to measures of scholastic aptitude. (Authors)