Effective teaching contributes to student growth. Quality teaching requires experienced teachers. Yet teachers continue to leave the profession at an increasing rate. This study presents moderate to large differences in 22 reasons for attrition among five levels of teacher experience. Data from the 2011-12 School and Staffing Survey and the…

Using meta-analytic techniques, we examined systematically the evidence linking peer social acceptance to academic achievement. Based on 72 studies that yielded 157 effect sizes, we analyzed relations between social acceptance and academic outcomes (e.g., academic grades, test scores), including the extent to which relations were moderated by sex,…

This research synthesis examined the impact of grades, comments, and no performance feedback on academic motivation and achievement in elementary and secondary school. Four meta-analyses were conducted, with two each exploring the impact of (a) grades versus no performance feedback and (b) grades versus comments on academic motivation and…

This paper describes a study of success factors in high enrollment courses in a K-12 virtual school learning environment. The influence of variables: time student spent in the learning management system (LMS), number of times logged into the LMS, teacher comment, participation in free or reduced lunch programs, student status in the virtual school…

Examined the relationship between outcomes of behaviorally oriented treatment for children (N=366) and eye color. Findings were consistent with theoretical expectations: Dark-eyed children and teenagers responded better to reactive treatment programs than their light-eyed counterparts, while the reverse was true for self-paced treatment programs.…

Hypothesized that individual differences in 81 sixth-grade boys' self-restraint would serve as a mediator between family factors in preadolescence and sons' delinquent behavior 4 years later. General family functioning at preadolescence, independent of other scores, predicted boys' level of self-restraint four years later. (MDM)

Examined the nature and correlates of parents' expectations about adolescent sons' behavioral autonomy in a longitudinal study of 81 boys and their families, conducted when the boys were in 6th and 10th grade. Found that fathers' timetables for privileges at preadolescence predicted sons' midadolescent academic and social outcomes four years…

According to Cronbach's method of data analysis--which decomposes individual scores into separate components for different levels of aggregation--data collected for an investigation of the development of individual differences in ability test scores from grade 4 through grade 9 were grouped into school district, class, and individual components.…

The Rostock Longitudinal Study, which has followed 247 at-risk children from birth to age 14, seeks to identify factors contributing to interindividual developmental differences. Results reported underscore the limited prognostic value of single risk factors, the diminishing impact of organic perinatal risk factors over time, and the increasing…

Research investigations on teacher training effects have focused almost exclusively on differences between group means. The present paper suggests that several interesting and important research questions might be answered by examining student variability both within and between classrooms. Student variability might be considered as an outcome to…

This collection of essays, in honor of child psychiatry pioneers Stella Chess and Alexander Thomas, focuses on their idea that important life outcomes are the product of ongoing interactions between a child's behavioral style and the complimentarity or lack of fit of the parenting environment. Following an introduction, the remaining chapters are:…

This book reports on a 40-year longitudinal study of factors that foster or inhibit creativity over time. Students in elementary grades were originally evaluated from 1958 to 1964. Follow-up in 1980 led to development of a Manifesto for Children which summarized conclusions in the form of guidance for aphorisms such as "Don't be afraid to fall in…

Four major topics were discussed at the conference: application of information theory to testing; recent advances in psychometric methods; evaluating group interaction; and new developments in the education of abler students. Papers delivered were: Multiple Assignment of Persons to Jobs, by Paul S. Dwyer; New Light on Test Strategy from Decision…

Little has been done to analyze the forces that predict whether high-risk students will stay in school or drop out. Current and retrospective data from 27 high-risk youths were studied to shed light on this problem and to suggest ways of improving educational services. The at-risk students were from low socioeconomic backgrounds, were Mexican…