Students' understanding of what science is about and how it is done and their expectations as to what goes on in a science course play a powerful role in what they can get out of introductory college physics. This is particularly true when there is a large gap between what the students expect to do and what the instructor expects them to do. This…

The state of Indiana has established new academic standards in English/Language Arts. These "world-class" standards outline what a student should know and be able to do in each subject, at each grade level. This Teacher's Edition of the academic standards--an exact reprint of the standards guides for parents and students--provides…

Social work educators must be familiar with issues related to social work, as well as issues from a wider context of education that impact the profession. A practical consideration for academically-based courses involves the relationship between what is taught and what is tested in the social work classroom. Social work educators must decide what…

This study reports positive impacts of a modified version of the teacher work sample on performance of struggling K-12 readers and on the dispositions of interns who worked with them. The participants included 55 university students in a year-long, senior-level internship and 55 elementary students identified as struggling readers. The…

This paper explores reasons why some students with English as a Second Language (ESL) feel less entitled to speak out in class than others, discussing ways in which teachers can widen the definition of participation. The first section explains how student background can affect participation. For students who are non-native English speakers and who…

This booklet describes a study that helped clarify the current status of community college efforts in defining and documenting student acquisition of 21st Century Skills (general education skills). This study is traced through four stages: (1) an exploratory focus group involving presidents from ten U.S. community colleges recognized as leaders in…

This book provides K-12 teachers with concrete, step-by-step guidance on how to improve student behavior through positive classroom management. It explains how to take control of the classroom, offering an alternative to threats, rewards, and punishments. The book is divided into an introduction and three sections with seven chapters. The…

In this monograph, a causal-comparative, longitudinal study of cluster grouping at the elementary level is described and recommendations are made based on the findings. This study employed both quantitative and qualitative methodologies. The primary purpose of the study was to examine the effects of an existing cluster grouping program on the…

Six concerns that an administrator would have about the introduction and adoption of computers in the social studies classroom would include teacher acceptance, relationship to the existing instructional structure, client demand and support, school board commitment, realistic expectations, and software development. (RM)

Data collected in the fall and spring of 1980-81 from 1,442 teachers and 890 students in 89 Kansas elementary and secondary schools indicate that structural and expectancy linkages (including teacher work interdependence, communication, and expectations) and demographic variables were related to perceived organizational effectiveness, job…

Investigated teachers' and mothers' academic achievement expectations for learning disabled and normally achieving Grade 3 children. Found that teachers and mothers had significantly lower academic expectations for learning disabled children. Results are discussed in terms of the importance of positive affective development for learning disabled…

Describes the process of negotiating a contract between school counselors and principals which defines role expectations. Suggests the contract can guide school counselors' job performance, create a harmonious relationship, and improve organizational effectiveness. (JAC)

Reviews recent research on school effectiveness to identify the behaviors of effective principals. Maintains that effective principals emphasize achievement, set instructional strategies, provide an orderly atmosphere, frequently evaluate student progress, coordinate instructional programs, and support teachers. (Author/JM)

To obtain a clearer understanding of the school's ability to affect female role expectations, the author examined a government secondary school in Lome, Togo. Her study focuses on students' internalization of teacher attitudes, classroom interaction messages, and implicit school authority structures plus girls' stated educational/career…

The development and subsequent decline of instructional television in the public school system of American Samoa are described and evaluated. Specific decisions and their effects on educational television are examined and conclusions are drawn from the experience. (Author/BK)