Students tend to perform at the academic level expected of them. Although most expectation research has centered investigation of decontextualized teacher-student dyads to understand whether students behaviorally confirm their teacher's expectation, we now know that expectations operate at whole-group or system levels. Since underestimation is…

This guide is a revised and updated edition of "Making It Count." This version contains much of the information from the earlier publication but also includes strategies for using project-based learning and Web-based instructional programs to support the development of mathematics proficiency for youth in short-term juvenile correctional…

The discussion of learning and teaching in this paper is based on data from a research project funded by the Economic and Social Research Council (ESRC) Teaching and Learning Research Programme (TLRP) programme. The research project is investigating the experiences of learning and working in further education colleges in Wales and the data used in…

This guide is designed to support the development of mathematics proficiency for youth in short-term juvenile correctional facilities. Mathematics proficiency includes mastery and fluency in foundational numeracy; an understanding of complex, grade-appropriate concepts and procedures; and application of those competencies to solve relevant,…

A teacher shares the memories of and the lessons learned from a group of students he taught for 3 years more than 25 years ago. From transcripts of the students' comments at the reunion, five factors emerged as critical to teaching and learning: enthusiasm, engagement, equality, expectations, and encouragement. (Author/MLF)

Focuses on the challenge of learning what students know by doing a case study on one student. Recommends that knowing students is a domain worthy of development which promises increased understanding and consequently new challenges. (ASK)

Analysis of essays comparing experiences in gifted and regular classes written by sixth grade gifted students found that many students felt teachers and peers outside the gifted class had unfair expectations of them. Other topics addressed by students included grading, group work, lack of acknowledgement for effort, treatment by peers, and teacher…

This booklet provides proactive guidelines to help teachers manage the classroom environment. The tips explain how to establish procedures and create rules for behavior that will enable teachers to clarify their expectations for the students and reduce the number of classroom incidents that interfere with instruction. The guidelines are intended…

Reports on a study of 91 psychology faculty who rated each of 39 extra-credit opportunities on 3 criteria: (1) their use of the item; (2) its educational value; and (3) the likelihood that all students would be able to complete the opportunity (access). Finds that approximately 82% used some form of extra-credit assignment. (CFR)

Skills of 25 normally developing kindergartners were assessed directly and through teacher reports. The 18 teachers were generally aware of children's skills, but their awareness of individuals' skills and of specific skills for the group was frequently in error. Implications for special educators in preparing handicapped children for…

The article summarizes assumptions and components of the Direct Instruction Follow Through Model (K-Three) including curriculum, increased teaching time, efficient teaching techniques, thorough implementation, and increased teacher expectations. Research findings are summarized including achievement and affective data, performance of students with…

This ready-reference pull-out folder focuses on student discipline, discussing how to stop problems before they start, discipline in 1995 versus discipline in 1975, individual discipline style, steps to improving problem behavior, and resources for further information. (SM)

The theory of multiple intelligences (MI) says that everyone has certain ways that they learn best. The eight intelligences are verbal/linguistic, musical/rhythmic, bodily/kinesthetic, logical/mathematical, visual/spatial, interpersonal, intrapersonal, and naturalist. This paper explains how to start teaching the MI way, presents a survey to…

Though students enjoy tasteless topics, teachers must set classroom standards that reflect community standards and tolerance levels. Strategies for moving students beyond tasteless topics in writing include: not making them feel bad about their interests; not being afraid to change the rules when there are unhealthy writing ruts; and letting…

This book presents an assessment model, developed from studies in two schools in Hawaii, that uses student-led conferences and the progress folio process to help students elevate their expectations as they progress through elementary school. The chapters are: (1) "Children First"; (2) "Bridging Learning Goals and Instruction";…