Teachers of the children of very rich parents must be flexible in their standards in dealing with them. The attitude of these children toward school, classmates, and the teacher varies greatly from that of the average student. (JD)

The focus here is on category observation instruments which typically record classroom behaviors in the form of tallies, checks, or other marks which code them into predefined categories and yield information about which behaviors occurred and how often they occurred during the period of observation. Discusses the essential properties of the…

Contemporary communication research suggests that students are non-communicative in the classroom because they perceive communication response/initiative channels to be blocked and many students lack basic speech skills that enhance effective, satisfying verbal response. Demonstrates how to circumvent these barriers and encourage instructors in…

This research on the use of positive reinforcement was intended to assist teachers in developing new approaches to teaching and classroom management suited to the particular problems and needs of the inner city classroom. (Author/RK)

Examines the reasons for the rapid intervention of courts into areas primarily an administrative decision-making process and describes those areas in which legal decisions have drastically defined and restricted the permissible scope of administrative activity in schools. (Author/RK)

Traditional roles of the school psychologist have not included the use of the family system for the intervention of school-related behavior problems. Because the child's symptom serves as a vital part of the family equilibrium, assessment and intervention must be considered within this context. (Author)

In an investigation of school behavior and achievement of 78 10-to 15-year-old children with observable physical disability, Ss from two different disability types (cleft palate and cerebral palsy) were compared with each other and to a control group in order to determine potential similarities across disability types. (Author/CL)

Teachers rated the behavior of 205 3rd- and 4th-grade children on a 30-item scale. Correlations of factor scores with measures of academic achievement, creativity, inquiry skill, and various orientations, motives, attitudes, and values were investigated. Correlations suggest that teachers can validly discriminate between perseverant and…

Undergraduate student-initiated questions and responses were rated by trained observers during eight one-hour class sessions. In addition, the State-Trait Anxiety Inventory, the State-Trait Curiosity Inventory, and the Tuckerman Teacher Feedback Form were administered. Results are reported for male and female students. (Author/JAC)

Checklists detailing what a student teacher is expected to do when presenting a lesson have been developed by a consortium of health educators. (MM)

Data from the National Child Development Study are used to examine the relationship between school attendance, at the ages of 7 and 15, and reading and mathematics test scores and school behavior at age 16. Also examines the relationship between attendance and school adjustment as well as assessing the relative importance of poor attendance early…

Examines the hypothesis that academic school matters were the central concern of girls at school and shaped their feelings about school in general. Results show that the student-centered culture of the classroom was the central concern of girls in school and shaped their orientations toward other school matters. (Author/RK)

Recognizes that while most students want to succeed academically, they do not, simply because they are unaware of basic study techniques. Suggests that teachers spend some classroom time discussing basic techniques in the form of their expectations of academic behavior. (TP)

Suggests that children need the "least restrictive environment" in order for them to learn effectively and develops this concept, embodied in PL94-142, the Education for All Handicapped Children Act. Also discusses the teacher's role in making certain that physical space is planned to stimulate learning. (RK)

Spatial distribution of activity in a second-third grade open classroom was observed before and after a change in the physical design, to test the hypothesis that minor changes in the physical setting would produce predictable, desirable changes in student behavior. In most cases the desired behavior changes were produced. (Author/MV)