The teacher's role as a mediator of social play between severely or profoundly mentally retarded elementary school children and nondisabled peers was investigated in a structured peer interaction program. Two weeks of instruction, followed by four weeks of maintenance, resulted in a strong positive impact. (Author/GDC)

Elementary Boys' generosity toward peers following a success experience varied according to resulting positive and negative affects. Role of context of success relative to affective arousal and generosity were explored. Results indicated importance of considering the context of success and relevance of negative affects induced by a success…

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 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.

A content analysis was performed on a sample of written descriptions of classroom events provided by 84 elementary school teachers in which they focused on the affective or noncognitive behavior of students. Content categories included: interpersonal v intrapersonal adjustment and individuals v groups. Teacher characteristics were also considered.…

Confirmatory maximum likelihood factor analysis techniques are applied to a path analysis model. Reanalysis disconfirms the original conclusion that acceptance by White peers beneficially affects the scholastic achievement of Black children. Achievement appears to exert causal influence on popularity, but popularity does not influence achievement.…

The quality and effectiveness of students' mathematical explanations as a function of the ability of the tutor were studied with dyads from 20 classrooms (60 students) in which students had been practicing peer tutoring for 23 weeks. Tutees of high-achieving peer tutors offered better explanations. (SLD)

The distinctiveness of affects associated with different school subjects was studied with 24,599 students (National Education Longitudinal Study of 1988). This distinctiveness was evaluated in relation to school grades and standardized test scores. Ratings in different subjects were very distinct, a finding supported by models incorporating grades…

Effectiveness of a classwide peer tutoring program was studied for low achievers with and without learning disabilities and average achievers in 20 elementary school intervention classes and 20 control classes. All types of learners in peer tutoring classrooms demonstrated greater reading progress regardless of which of three measures was used.…

How Spanish-speaking children spell English words was studied with 38 Spanish-speaking and 34 English-speaking second and third graders. Spanish-speaking students produced more errors that were consistent with the correct application of Spanish phonological and orthographical rules (predicted errors). Implications for bilingual education are…

Examined the class distributional properties of 200 elementary school classes in 2 school districts. Fifty-six classes were combination classes of students from 2 grades. Principals and teachers tended to assign higher ability and more independent students to such classes, and these assignments affected the class distributional properties.…

A program designed to enhance children's prosocial development was conducted in three suburban elementary schools for five years. Findings for students from kindergarten through grade four emphasize the need for supportive teacher-student relationships and opportunities for student decision making, autonomy, and collaborative interaction. (TJH)

The differential effects of computer-assisted instruction for high-achieving and low-achieving students were examined for seven elementary students of varied background. Higher-achieving students were more able to adjust to the requirements of computer work and to derive benefit from it than were lower-achieving students. Implications for teaching…

Interactions and relationships emerging from 2 programs to promote social integration of normal children and children with mental handicaps were compared. For the 53 pairs participating, peer tutoring interactions tended to be less reciprocal than those of the Special Friends program patterned after a program of L. J. Voeltz and others (1983).…

Using information collected from the parents and teachers of 829 special education elementary school students, the classification practices of five major metropolitan school districts were compared. Many special education students would have been classified consistently within and across districts. Inconsistencies were most likely for children…