The cross-sectional study of factors predicting teacher self-efficacy involved surveys of 473 third- and fifth-grade, predominantly White female teachers in 196 schools. The schools served, on average, a relatively high proportion of students living in poverty and students of color. The findings indicate that the proportion of minority students in…

The shared and unique effects of teacher and student reports of teacher-student relationship quality (TSRQ) in second and third grade on academic self-views, behavioral engagement, and achievement the following year were investigated in a sample of 714 academically at-risk students. Teacher and student reports of teacher-student support and…

This article evaluates 2 technology applications for teaching beginning reading. One, embedded multimedia, involves brief phonics and vocabulary videos threaded through teachers' lessons. The other, computer-assisted tutoring, helps tutors with planning, instruction, and assessment. An experiment in 2 high-poverty, high-minority Success for All…

The study reported in this article investigated the differential effects of teachers on female, minority, and low-socioeconomic-status (SES) students' achievement. I used data from a 4-year, large-scale, randomized experiment (Project STAR) that was conducted between 1985 and 1989 in Tennessee, in which students and teachers were randomly assigned…

Describes the economic and educational achievements of Asian American immigrants to the United States. Criticizes current theories of the causes of Asian American achievement, and posits that family structure, along with middleman and niche theories of migration, may explain their success. (SKC)

Introduces a journal issue that is intended to regenerate research on minorities in elementary schools and focus on important questions that have been underexplored. Discusses declines in research on minorities, and the problems and possible directions of new research.(SKC)

Suggests that race is an important dynamic of schooling and that teachers must daily consider its importance to the educational welfare of all students, and of students of color in particular. Provides suggestions for teaching about race. (SKC)

Suggests eight principles that might be used in formulating a school program that is more relevant to culturally different groups. (WY)

Teachers should build on students' existing speech patterns, helping students to gain aural understanding of standard English, and providing oral and written practice. (NH)

Uses Boocock's model of the social context of education to compare divergent climates for Black students in two rural southern elementary schools. In both schools Black and White teachers and students use an assumed color blindness and a preoccupation with subject matter to mask differential treatment of Black students. (SKC)

Examines leadership skills and the perception of leadership by students and teachers in 10 desegregated elementary schools that were divided into high equity and low equity groups. In low equity schools, perceptions of leadership were lower among Hispanics than Anglos. (SKC)

Describes "acting," a process of group resistance to teachers among low-income Hawaiian children that occurs at the beginning of the school year. Relates this process to the children's peer group norms and discusses ways in which classrooms can be adapted to the peer culture of Hawaiian children. (SKC)

Used questionnaire to investigate third-, fourth-, and fifth- grade urban, mostly minority, students' perceptions of reading groups. Found that whole-class instruction and working alone were used more frequently than group or pair instruction. Students at all levels of reading ability liked mixed-ability groups and mixed ability pairs the most,…

A study demonstrated that the problem-solving ability of 45 first grade, Hispanic, bilingual children was related to the semantic structures of word problems in a similar manner for both of the children's languages and in a manner similar to that of monolingual speakers. (Author/LB)