Researchers used a cognitive-reflective-interactive model for administrator development to help school administrators recognize their own personal constructs (implicit assumptions that affect decision-making). This recognition brings a clarification of self-understanding which, in conjunction with reflection and interaction with colleagues,…

Michigan State University education majors were asked about their backgrounds, career aspirations, and perceptions of the teacher's role. Their responses are discussed, and their tendency to discount pedagogy and to value enhancing student esteem over student achievement are viewed with concern. (PP)

Major cultural characteristics of Arab students (high level of affiliation, pattern of contextuality, significance placed on verbal messages, and educational and experiential background) and the dilemmas they face are described and compared with what American universities expect and offer. Suggestions for counseling and other services are offered.…

Examines teacher expectations of students in the classroom and the ways that students help to create and/or maintain such expectations. An observational study of children's classroom behavior focuses on the behavior of students independent of interaction with teachers. Subjects are 63 fourth, fifth and six graders. (CM)

Poor behavior in one of 12 mixed-ability chemistry classes led to a stigma attached to it by school staff. Analysis of examination marks indicates the reputation was not justified in terms of academic achievement, demonstrating the ease with which academic achievements can be hampered unwittingly by teacher prejudices. (Author/JN)

Examines the determinants of occupational and educational aspirations and expectations of adolescents. Dependent variables considered in the study included parents' occupational status and education, and students' grade level, sex, ethnicity, reading level, and knowledge of the work world. (Author/MW)

Presents research that suggests how school administrators can have a significant impact on teacher motivation, especially by rewarding teacher performance. (Author/JM)

The study examined three components of the initial expectations of 66 secondary vocational teachers toward mainstreamed educable mentally retarded and learning disabled children. Among findings was that presence of the labels lowered the initial academic and behavioral expectations of teachers in the sample. (SB)

Women's expectations of high rates of return to investment in higher education, particularly in nontraditional fields and in those requiring advanced degrees, are shown to be consistent with high levels of investment in these fields. Increasing workforce participation and decreasing fertility also contribute toward reducing the female-male…

Impact of information about behaviors, labels, psychotherapy and sex of hypothetical pupils on teachers' expectations of present and future school functioning was investigated. Behaviors were the prepotent determinant of teachers' ratings. Future ratings of children were consistently more positive than ratings for the present. (Author/RD)

Reports on a study designed to identify differences between Black and White university students on the variables (1) socioeconomic status, (2) attitudes toward school and community, (3) perception of university administration authority patterns, (4) individual efficacy, (5) evaluation of campus racial relations and interracial experiences, and (6)…

Client expectancy of powerlessness can lead to actual powerlessness. Once counselors recognize that personal power is healthy and beneficial, they have to begin to structure institutions and agencies to encourage the development of personal power. (Author)

Women making career choices need to know what women want and get from their jobs to form realistic expectations and prevent disappointment. Intrinsic job facets (internal characteristics such as challenge and autonomy) and extrinsic facets (external characteristics such as pleasant coworkers, promotion, and pay) are described. (MLW)

About 200 elementary school teachers and student teachers surveyed indicated variations in their expectations for boys and girls. Citing cultural factors as causes, they expected boys to be more aggressive and physically adept. Girls were expected to be more emotional, intuitive, empathetic, and ambitious, due to biological factors. (Author/SB)

A comparison of observed classroom behavior, tonic and phasic physiological arousal level, and task performance of 98 male and female first-grade children revealed sex differences in only 3 of 18 variables. Many assumed sex differences may be negligible and teachers' expectations may influence their perceptions. (SB)