Explains how elementary, high school, and college students communicated silently via the chalkboard. (SW)

Examines the perceptions of elementary school students regarding who among their fellow students are "better readers." Particular attention is given to the effects of differences in classroom organization, student age, and student ability on student perception. (MP)

Apparently positive behaviors, such as praise, help-giving and pity, may indicate low estimation of ability to the student, and blame, relative neglect, and anger may be perceived by the recipient as high estimations of ability. These behaviors influence recipient self-perception and determine expectations, affective reactions and performance.…

Sex differences in ability and achievement appear to be diminishing, but considerable controversy exists about their role in mathematics achievement. Standardized test data on reading and mathematics achievement by sex and age are analyzed. Possible effects of biological factors are also discussed, along with information about educational and…

A 1977 study conducted at Columbia University examined whether there was a statistically significant relationship between the manner in which academically and socially similar students paid their college expenses and their academic performance during college. None was found. (MLW)

Attitudinal and attributional variables relating to the election of mathematics courses by females and males are identified. A small set of variables explaining the variance in female and male mathematical plans was found. These results may help in understanding why larger proportions of males than females elect mathematics. (Author/GK)

While socialization is a worthwhile outcome of mainstreaming, it is not sufficient in itself to merit placing a mildly handicapped student in a regular classroom; primary attention in mainstreaming decisions must be given to the instructional setting, the learners, and instructional conditions. (Part of a theme issue on mainstreaming.) (Author/SJL)

The relationship between interaction and achievement in cooperative small groups was studied in four junior high school mathematics classrooms. The interaction variable that related most strongly to achievement was asking a question and receiving no response; this type of interaction was negatively related to achievement. (Author/BW)

Japan's achievements are the results of an outstanding educational system that emphasizes quality of instruction, gives priority to children's learning, and rewards hard work. (Author)

Undergraduates rated their affective reactions to hypothetical test failures under conditions of high or low effort and in the presence or absence of self-servicing excuses. Then, in the role of teachers, they administered punishment to hypothetical students under the same failure conditions. Results were interpreted using self-worth theory.…

Critically examines a study reporting that children who had attended infant and preschool programs had significantly higher rates of meeting school requirements than did controls, and that IQ measures taken on the same subjects showed large initial gains which vanished five years after preschool completion. Includes rebuttal by original…

Hypothesizes that superior performance by males in science could be related to their greater ability to perform well on tests of spacial visualization and mechanical aptitude. Suggests activities to improve science achievement with females. (Author/DS)

The author, a college professor, cites specific instances in which his students misread examination questions. He considers his role in dealing with college students who have such poor reading ability. (SJL)

Examines the effects on student instructional ratings of the student's perception of his own academic performance relative to other students in the class. A consistent pattern indicates that students who see themselves as above average relative to others in the class rate professors and courses more favorably than others. (Author/BEF)