Examines the socialization of student question-asking behavior. Documents students' self-initiated questions in an attempt to determine whether high- and low-potential students learn different questioning skills. Findings generally support the authors' passivity model, which claims that students learn to become passive in classrooms because of…

This article reports on the results of a descriptive study of wait-time in first-year high school foreign language classes. Over 7500 classroom events were recorded and coded in order to measure and find the variance in time of 3270 instances of post-solicitation and post-response wait-time. Results are discussed. (Author/DF)

Outlines five student characteristics (age, expectations, ability, cognitive style, and affect) that may be important for examining computer materials and suggests how teachers and researchers can observe students' use of computer-assisted language learning to make appropriate instructional decisions. (Author/CB)

For undergraduate women, attrition from chemistry and mathematics disciplines because of their noncompetitive performance involves abandoning their original goals. Male students explain their attrition as pragmatic moves toward more rewarding fields and do not, unlike women, question their talents as "math wiz kids." Reasons for this difference…

The article reviews findings regarding the use of severe discrepancy formulas in the identification of learning disabilities by the Work Group on Measurement Issues in the Assessment of Learning Disabilities. Associated problems such as overreliance on test scores and the exclusion of the teacher in educational decision making are discussed.…

The article reviews the role of development and individual differences in the concept of discrepancy as applied to the differential diagnosis of learning disabilities. It is concluded that discrepancy may be better used within learning disabilities rather than in distinguishing between learning disabilities and other handicapping conditions.…

With the help of funding from the Amoco Foundation, the University of Chicago has developed the Chicago School Mathematics Program, aimed at motivating seventh- to tenth-grade middle-ability students in mathematics. Outlines the curriculum development process and describes the motivation for the major features of the curriculum. Includes three…

Most existing studies of pupil-pupil interactions in special education have been psychology-based and have not considered the significance of students' social background. An ethnographic study examined the attitudes of academic and remedial British secondary students toward handicapped or otherwise deviant students. Results raised questions about…

A standardized open-ended interview was used to study how children, four to eight years of age, judge their own and their classmates' abilities. Self-ratings declined with grade, but peer ratings did not. Evaluation differences are discussed in terms of cognitive development and changes in the educational environment. (BS)

Discusses the different types of learning disabilities (visual, auditory, motor, tactile, academic), types of accommodations needed for each disability, and hints for supervisors. These suggestions include practicing patience, being direct and specific, explaining inappropriate behavior, being understanding but firm, and being especially thorough…

Explores the effect of course relevancy and goal clarity, in concert with psychosocial variables, upon persistence/dropout. The interaction of scholastic ability and course relevancy added to the discrimination of persisters and dropouts. A self-confidence and ideal self discrepancy variable was also shown to be a good discriminator of persistence…

The popular view that the performance of the older returning student is superior to that of the younger continuing student is confirmed. These higher grades are attributed to greater ability and to more time devoted to studying for each course. Other factors examined include marital status and gender. (RM)

Examination of several variables--student attitudes, psychological knowledge, study time, class attendance, and Grade Point Average--indicates that there is no transfer of knowledge from high school psychology courses to college psychology courses. (Author/DB)

The purpose of this research was to elucidate a continuum of postsecondary text difficulty and to use it to quantify gaps between the text difficulty of high school textbooks and various reading materials likely to be encountered in the most widely chosen postsecondary domains of endeavor--the university, the workplace, the military and…

The issue of social segregation in schools has seen a recent resurgence of interest--in the US, UK and internationally--as the debate rages on about whether policies that expand families' freedom to choose amongst schools encourage divergence or convergence in the types of pupil different schools admit. Most attention has been focussed on…