A study investigated the quality of supplemental, printed nutrition materials sponsored by the food industry and government agencies and evaluated their appropriateness for classroom instruction. Materials were rated by teachers, curriculum specialists, and nutrition specialists. (Authors/PP)

This study builds on previously established attribution-affect linkages in an effort to better understand teachers' evaluative reactions to student success and failure. As predicted, the affective reactions of teachers indicate that they are more willing to accept personal responsibility for certain kinds of student outcomes than others. (Author)

Causal explanations offered by the client, consultee, and consultant in a typical unsuccessful consultation are explored in the context of attribution theory and research. Biased attributions are discussed in terms of a cognitive-perceptual framework rather than the traditional motivation-based "defensiveness" framework. (Author/PN)

Issues that should be debated by physical educators to provide vision and direction for the field include: (1) how to respond to social and technological change; (2) defining objectives; and (3) fragmentation and specialization within the profession. A plan for a new professional synthesis is proposed. (PP)

A Teacher Creativity Rating designed to indicate behavioral characteristics of the creative person, a Creativity Distribution designed to identify those who generated creative products, and a direct assessment assessed the creativity of 624 sixth-grade students. Results are discussed in the context of previous creativity research, creativity…

Curriculum guides can effectively guide practice if the guide writer pays attention to the context in which teachers work and to the language that teachers use in that context. Problems encountered by a curriculum project illustrate what happens in practice when guide writers fail to appreciate teachers' objectives. (RM)

Retreating is a behavior which occurs when a teacher issues a directive intended to influence student behavior, and the students ignore the teacher in such a way as to let it be known that she/he has not influenced their behavior. Discusses this behavior and offers six rules useful in avoiding retreating. (Author/JN)

Studied dimensions underlying teacher (N=1,000) attitudes toward mainstreaming. Factor analysis isolated five dimensions that accounted for 52 percent of the variance: (1) general philosophy of mainstreaming, (2) behavior of special needs children, (3) perceived ability to teach special needs children, (4) classroom management, and (5) academic…

Examines some of the research on reasons for teachers' diverse reactions to student writing. Also looks at research on student reactions to teacher responses to their writing. (HTH)

Presents an evaluation method designed to help students at each stage of the writing process. The process includes a student self-evaluation scale for the prewriting stage, an analytic scale for descriptive writing used by peer evaluators and the instructor, and an outline of the evaluation strategy. (HTH)

Examines 25 years of research on the effects of teachers' comments on and responses to student writing. Expresses the need for emphasizing writing as process, for using multiple-draft assignments, and for developing student appreciation and skill for revising their works. (RL)

This article presents educators with guidelines for responding to change in a professional manner: identify and assess the change being suggested; evaluate its impact; analyze the advocates of the change and their influence tactics; and respond in a way that maximizes flexibility and information gathering. (SJL)

Six hundred adolescents and 25 teachers responded to incidents containing a moral issue. Overall there was moral development with age, as suggested by Piaget, but many (by Piaget's definitions) immature responses were recorded on some incidents, even by adults. The context in which issues were presented was an important influence. (Author/SJL)

Examines the role of constructive feedback in adult foreign language error correction. Gives guidelines applying to written work and discusses indirect and direct correction treatments. While stressing the value of the former as an opportunity for discovery learning, favors a combination of the two as the most effective technique. (MES)

A study examined the effect of varying degrees of feedback on students' perceptions of classroom climate and the resulting reactions toward school. Students involved in feedback intervention showed positive gains in their attitudes toward the school environment. The Group Climate Survey given to the students is appended. (JN)