Objectives of the study were to determine the relationships among behaviors defined within each of several observation systems; and to examine relationships across systems in order to derive some empirical dimensions of classroom behavior. (Authors/CB)

Goal of this study was to compare the communication patterns of families containing normal" children with those containing children with a variety of emotional or behavioral disturbances. (Authors/MB)

Fitting the school to the child now requires knowledge of developmental stages, understanding of the theory of match,'' the impact of life environment conditions on learning style and attitudes, and awareness of cognitive-affective interaction processes. (Author)

In studying effects of teacher expectancies upon student behavior authors found that more time was spent with the ostensibly superior student. (Editor)

This extensive review of research concerned with the nature of effective teacher-pupil interaction furnishes clear empirical support for the principles of progressive education. (Author/JH)

The results show that interferences occupy an impressive amount of consciousness throughout much of childhood. Despite their ubiquity and their apparent impact on the process of awareness and the content of socialization, interferences nevertheless remain ironically in the background of experience. (Author)

Predictions from Anderson's theories of structured communication were tested in grade eitht biology classes. Students given verbal instruction with a high degree of structure performed better on acquisition tests than students receiving less structured lessons. (AL)

This paper presents: (1) an extension of comparison theory to behavior in the elementary classroom; (2) a description of interaction methodology used to determine the occurrence of comparison behavior; and (3) summaries of three studies which test various theoretical implications about the nature of comparison behavior in the classroom. (CK)