Reviews research on teachers' praise in the classroom and proposes specific guidelines for helping teachers praise effectively. Time, concentrated attention, and individualization of remarks according to the student and the situation are considered crucial factors in praising effectively. (CM)

The traditional K-3 social studies curriculum has focused on food, clothing, shelter, communication, transportation, and other cultural universals. Very little information exists about children's prior knowledge and thinking about these topics. This study was designed to provide such information with respect to the topic of transportation, and in…

Based on part of a line of research on children's prior knowledge and thinking (including misconceptions) about topics addressed in the traditional K-3 social studies curriculum, a study was designed to provide such information with respect to the topic of government. Individual interviews were conducted with K-3 students (n=96), stratified…

The traditional K-3 social studies curriculum has focused on food, clothing, shelter, communication, transportation, and other cultural universals, but little information exists about children's prior knowledge and thinking (including misconceptions) about these topics. This study was designed to provide such information with respect to the topic…

The traditional K-3 social studies curriculum has focused on food, clothing, shelter, communication, transportation, and other cultural universals. Very little information exists about children's prior knowledge and thinking about these topics. This study was designed to provide such information with respect to the topic of family living, and in…

Prior to their first curriculum unit (on history and the work of historians) in an American history course, three classes of fifth graders stated what they knew (or thought was true) about history and what they wanted to learn about it. After the unit, they reported what they had learned. In addition, a stratified sample of 10 students was…

The traditional K-3 social studies curriculum has focused on food, clothing, shelter, communication, transportation, and other cultural universals. Very little information exists about children's prior knowledge and thinking (including misconceptions) about these topics. A study was designed to provide such information with respect to the topic of…

Experienced elementary teachers (N=98) described their general strategies for coping with perfectionist students told how they would handle incidents depicted in two vignettes portraying problems of perfectionism at school. Most of the teachers were oriented toward sympathetic responses featuring support, encouragement, assistance, and attempts at…

The traditional K-3 social studies curriculum has focused on food, clothing, shelter, communication, transportation, and other cultural universals. Little information exists about children's prior knowledge and thinking (including misconceptions) about these topics. This study was designed to provide such information with respect to the topic of…

This paper, prepared as a chapter for the "Handbook of Research on Teaching" (third edition), reviews correlational and experimental research linking teacher behavior to student achievement. It focuses on research done in K-12 classrooms during 1973-83, highlighting several large-scale, programmatic efforts. Attention is drawn to design, sampling,…