To what extent can teacher-student dyadic interactions modify the hierarchy of student performances within a single class? To answer this insufficiently researched question, the authors conducted two parallel studies involving 33 Grade 5 classes in France (759 students) and 15 Grade 5 classes in Luxembourg (243 students). Interactions were…

Peer support arrangements are an evidence-based practice for increasing interactions between students with severe disabilities and their peers in general education classrooms, but it is unclear how interactions vary across instructional formats or generalize outside the classroom. In this single-case design study, we tested the efficacy of peer…

In this study, we investigated effects of the proportion of language minority students in classrooms on the development of students' intrinsic motivation in language lessons and the mediating role of instructional climate (e.g., teacher support, focus on student interests). In addition, we explored the interaction between the proportion of…

These appendices present the protocols used in research (reported in Volume 1) on the cognitive processes of students while learning from teaching. Curriculum outlines are given for the videotaped lessons used in the second and third studies: lessons in sleep and elementary psychology. Included in the appendices are: (1) the illustrative script…

Three experiments were conducted to examine the effects of adult expectations on children's learning and performance; one in-classroom study and two experimental studies were made in order to investigate developmental trends in susceptibility to expectancy effects and the relationship of induced vs. self-generated expectancies vis-a-vis children's…

About 30,000 students in Grades 1 through 12 in Jackson, Mississippi, were studied to determine the effectiveness of instruction for all major social groups represented by the student population during the 1986-87 school year. The California Achievement Test and course grades were used to obtain core data. Demographic data were obtained for…

Effects were studied of 12 teacher and 11 student characteristics (including SES and ethnicity) on 7 student outcomes--cognitive, affective and coping skills. Fifty-three sixth grade teachers and 1,190 Black, Chicano and Anglo students participated. A series of covariance and regression analyses showed significant curvilinear and interaction…

The effects of amount of exposure to response/outcome independence and teacher expressiveness on student ratings of the instructor, achievement test performance, and attribution items were studied. University students completed an aptitude test that provided contingent or noncontingent feedback and varied in length (short, medium, or long). All…