This study examines the relationship between girls' body size and their intellectual abilities as perceived by their classroom teachers. The study aims to show that girls' body size has a negative relationship to teachers' perception of their intellect, even in the earliest grades where puberty has not yet become a factor in children's…

This paper explains that an in effective classroom discipline program, students are taught self-discipline, students know what the classroom standards are, and teachers' standards for behavior fit the occasion and environment. It offers eight steps for teachers having problems with an entire class (e.g., look at oneself, talk to the department…

This study examined teacher authority in the classroom. Researchers spent one semester in a college composition class observing each class session, taking field notes, and tape recording the classes. Data collection also involved: interviews with five students throughout the semester; two anonymous background surveys of the class; an instructor…

The expectancy-value model of achievement motivation, first described by J. Atkinson (1957) and refined by J. Eccles and her colleagues (1983, 1992, 1994) predicts achievement motivation based on expectancy for success and perceived task value. Cost has been explored very little. To explore the possibility that cost is different from expectancy…

Previous puzzling inconsistencies in results of experimental comparisions of paired-associate anticipation with recall (study-test) methods are indicated by Izawa's 1971 data to reflect longer inter- and/or intratrial intervals in experiments showing marked superiority of the recall method. (Editor)

Four studies are described to demonstrate that low-level expectations of student ability become a self-fulfilling prophecy. Adult educators inherit students whose self-concept may have been formed by oppressive, self-destructive expectations and are cautioned against perpetuating discrimination and destructive labeling practices. (AG)

The present research effort was directed toward exploration of the formulation of teachers' biases. (Author)

A five-part analysis describes interracial interaction disability, two attempts to modify racial imbalance, how research was translated from the laboratory to a field setting, a report on an experimental school, and a summary of the modifications of expectation and the redesign of schools to support equal status behavior. (Author/KM)

The responses of 20 trainable retarded children, 10 to 16 years of age, and 20 nonretarded 4- to 5-year-old children to social and nonsocial matching-to-sample tasks were compared during the extinction period which followed the use of social and nonsocial rewards. (Author)

The author distinguishes between social worker accountability, a product of intent, and effectiveness, the level of performance that derives from being accountable. It should be sufficient, he feels, to demonstrate that the profession is acting accountably. Client expectations, social worker-supervisor interaction, and social work education are…

The need is for a massive coordinated effort to continuously educate parents, teachers, and the adult citizenry on the importance of how to positively perceive and act toward children. (Author)

The University of Minnesota has pioneered in establishing future-oriented courses and curricula and now ranks as one of the world's leading centers of future studies. Article describes the Minnesota experience and offers suggestions to other institutions that want to futurize themselves. (Author)

Spontaneous and model-induced production of a valuational style of inquiry was studied in 128 third-grade children. (Authors)

The impact of expectations about student performance and ability is illustrated by four research studies; attention is drawn to the cooperative nature of this phenomenon. (Author)

The data indicates that the degree of agreement in judging behaviour varies according to the action under consideration and, additionally, for some behaviours, between sexes. (Editor)