Investigated relative influence of background characteristics (age, gender, race, socioeconomic status, family type) and peer status on health-related behaviors (physical activity, eating habits, smoking, alcohol use, stress-related behaviors) in 589 junior high school students. Peer popularity provided no significant increment in prediction of…

Reports on interviews with 18 Oregon social studies teachers about what justice is and how they teach it. Provides 13 recommendations on where to include justice in the curriculum. Concludes that adolescents should be taught about the difficulties of setting standards for social justice and to value the struggle to do so. (CFR)

Study evaluated students' knowledge, attitudes, and practices regarding the Dietary Guidelines, school lunches, and nutrition instruction. Results indicated students needed education about the Food Guide Pyramid; relationships between fat, weight status, and health; and food sources of fat, salt, and fiber. Students wanted active involvement in…

Researchers examined relationships between the SRI Gallup Pre-Professional Teacher Interview and performance-based student teaching evaluations and between SRI Interview and California Student Achievement Test (CAT) scores. A relationship between SRI Interview scores and performance-based student teaching evaluations surfaces. CAT scores did not…

Interviews Turkish adolescents who have graduated from the West German education system to reconstruct problems faced by children of Turkish immigrants in West Germany as they confront a modern education system that clashes with traditional home environments. Argues that, the more independent students become to complete school, the more conflict…

The implicit scripts of adolescents experiencing peer pressure to engage in misconduct were examined for 198 high school students interviewed about 6 scenarios in which one adolescent asks another to misbehave. Differences based on sex, community (urban, suburban, and ethnic composition), and learning status (learning disabled or nondisabled) are…

The effects of gender and behavior as perceived by teachers on their judgments of the academic skills of their students were studied for 794 students in kindergarten through grade 2 in public and parochial schools. Results show that teacher perceptions are a significant part of their scholastic judgments. (SLD)

Investigated differences in low-income African-American children's (n=107) adaptive functioning and maladaptive behavior in association with their father-figures' presence or absence, grade level, gender, and quality of family support as perceived by the children's caregivers. Conflict was the only dimension of quality of family support that was…

Constructs a model applying evolutionary biology theory to the development of children's sense of justice. Maintains that competition for scarce resources causes many of the moral problems involving justice. Examines the place of emotions in the sense of justice. Hypothesizes rules of justice that predate cultural history. (CH)

Suggests college teachers examine their nonverbal expressions (eye contact, voice quality, movement, clothing) and align them to complement verbal expressions. Surveys studies that found teaching effectiveness improved when verbal and nonverbal communication styles corresponded. Reveals how students trusted nonverbal expressions to mirror…

Reports on an ethnographic study of primary level science classes in Kenya where English is the government-mandated language of instruction. Finds that important ideas were conveyed more easily when teachers did not adhere to the policy of English-only instruction. Concludes that the importance of sociolinguistics in instructional processes should…

Asserts that, although pressures to publish have detracted from the quality of teaching at the college level, recent innovations in educational technology have created opportunities for instructional improvement. Describes the use of computer-assisted instruction and databases in college-level history courses. (CFR)

Argues that everyday school violence, as distinct from isolated sensational incidents, is caused at least in part by the educational policies and procedures governing schools and by the way these policies are implemented. Trends affecting school disorders, including erosion of teacher authority, are discussed, and some solutions are proposed. (SLD)

Asserts that school democratization efforts in Russia have resulted in students and their interests becoming more important than government-appointed school inspectors. Contends that teacher-student relations have become democratized as teachers have abandoned the authoritarian methods of the past. (CFR)

Contends that many Russian schools have begun to use democratization by including more emphasis on aesthetic values, interdisciplinary instruction, and cooperative learning. Includes descriptions of classroom activities exemplifying Russian efforts at educational democratization. (CFR)