This study investigated the effects of level of reward (recognition based on team vs individual performance) and comparison of student quiz scores (with homogeneous groups vs with entire class) on student achievement and attitudes. Team reward and comparison with equals enhanced time on task but no academic achievement effects were found.…

Results indicated that an educational system's instructional function can be improved through application of behavioral science technologies using reflexive, self-analytic methods characteristic of organizational development intervention, which emphasizes the human dimension of organizations. (Author/EDE)

A pet gerbil won't wake up. The children's reactions, perceptions and questions prompt sensitive treatment and a letter to parents. (Editor)

Describes a project that trained 27 grade-six students in techniques of observation and communication and then involved them in the evaluation of a student teacher. (Author/MLF)

Direct feedback from classroom pupils assists student teachers in improving their teaching methods and behaviors. (JD)

The types of teacher expectation effects found in the classroom are discussed, with emphasis on research involving teachers' expectations for and interactions with students believed to be of high or low potential. A model for use in understanding the dynamics of expectation communication to students is presented. (Author/MT)

The group setting of the classroom constitutes a social experience that helps shape a child's view of the world. This paper explores how individual-oriented computer assisted instruction might influence how a child construes the world. (MT)

Reviews literature on counselor trainee expectations in supervision that divides the research into three areas: expectations about structure, expectations about communication, and expectations of the supervisory relationship. Discusses implications for supervisors. (Author)

Claims students should be allowed to rank, rerank, and reshuffle thinking and then share their views with class members regarding poetry and poets before formal criticism is thrust upon them, and suggests teachers should be careful not to over-analyze and tell students about a poem's significance. (NH)

This sociolinguistic analysis of Secretary of Education, William Bennett's teaching uses five tools: setting, question sequencing, topic, response, and evaluation analysis. Recitation teaching and responsive teaching are discussed. (Author/MT)

Describes an assignment for which students must respond in 20 minutes to a memo from their teacher announcing that their class projects are due a week earlier than previously announced. Argues that students learn about the real conditions of memo writing through this exercise. (SRT)

Reports on the responses of children in Northern Ireland to "The Twelfth Day of July" by Joan Lingard, a contemporary novel set in their own country. (HOD)

Previous studies have indicated that a response-sensitive presentation was more effective than a random response-insensitive presentation. This study examined whether these findings could be generalized to a regular classroom environment. Implications of the results are discussed. (Author/MT)

Undergraduate psychology students were asked to write about peak experiences that they have had as a way of helping them understand Maslow's theoretical construct. Student evaluations confirmed that the learning activity was successful. (Author/RM)

Presents a criticism of Evan Carton's description of a writing assignment, noting the contradiction between the assignment's real purpose and the rigid writing restrictions inherent in the assignment that preclude the purpose. Presents Carton's response. (HTH)