Results support a model emphasizing the influence of histories of successful academic achievement on personality characteristics. Findings suggest that rewards for academic achievement provided by the home are related to both high academic achievement and positive personality characteristics. (Author/BJG)

Teachers rated the behavior of 205 3rd- and 4th-grade children on a 30-item scale. Correlations of factor scores with measures of academic achievement, creativity, inquiry skill, and various orientations, motives, attitudes, and values were investigated. Correlations suggest that teachers can validly discriminate between perseverant and…

Teacher effectiveness was defined by students' mathematics score on the Iowa Test of Basic Skills while achievement was measured by the Cognitive Abilities Test. Relatively effective teachers generally produced achievement gains from all aptitude levels. Similarly, relatively ineffective teachers did not disproportionately depress achievement for…

Suggests a between-grade-level experimental approach to investigating the effect of schooling on academic achievement. Presents a rationale for the approach and demonstrates it by estimating the effect of schooling on achievement in mathematics and reading comprehension of second graders. (RB)

Study examines the long-term impact of retention/promotion decisions on the academic achievement of primary grade students. Comparisons of same-grade level performance showed that some retainees experience substantial benefits from retention, though those benefits are delayed one year. (RB)

Sixth- and seventh-grade teachers were trained to maintain an average teacher wait time of three to five seconds during mathematics and language arts lessons. Longer waits were associated with higher achievement, improved teacher and student discourse, and greater time spent in cognitive processing. (GDC)

This paper applies a theory of growth in academic achievement to the study of the effects of ability grouping on reading achievement. The theory sees students' ability and effort determining how they utilize opportunities for learning provided by instruction. (Author/JAZ)

Teachers' ratings of academic ability in mathematics; and English were regressed on test scores in a sample of second-grade Irish students. Within the terms of the model, teachers' ratings were only marginally less defensible than ratings based on a previous administration of the same tests. (Author/DWH)

The interrelationships among motivational variables drawn from locus of control (LOC) theory and attribution theory, combined with measures of school achievement were measures of school achievement were investigated. Motivational instruments were administered to intermediate grade students and achievement data were extracted from existing school…

Teacher's instructional strategy was a factor in determining student's classroom status. Three classrooms using different types of instructional strategies were studied. Differences existed in acquired academic and social status of pupils who participated and were attended to; cognitive level of pupil reponses attended to by classmates; and…

This study describes the results of a three-year evaluative investigation of a project designed to enhance teacher use of cooperative goal structuring strategies with resultant changes in the classroom learning environment and achievement gains in reading and language arts. (Authur/BW)

Thirty-nine special educators, each having three to four pupils in the study, were assigned randomly to a repeated curriculum-based measurement/evaluation treatment or a conventional special education evaluation treatment. Experimental teachers effected greater student achievement. (Author/BW)

This study investigated the relationship of academic achievement of categories of social status (popular, rejected, isolated, and amiable), peer acceptance and social impacts among 145 elementary school children. Academically able students were more often considered amiable or popular, while the below average achievers were more often rejected.

The effects of computer-assisted instruction (CAI) on basic skills achievement and attitudes toward instruction were compared for two groups of third- through sixth-grade Spanish-speaking migrant children. Results indicated that students who used CAI had greater achievement gains, but students in the non-CAI program had more favorable attitudes…

Student ability and behaviors during small-group interaction as mediators of effective small-group learning were examined. Comparison of test results indicated that students trained in small-group interaction participated in more task-related interaction than control students, and task-related interaction enhanced achievement and retention.…