Presents a study which examined how teachers explained the success or failure of pupils' understanding of instruction on mathematical concepts. Results showed that teachers' explanations focused predominately on the characteristics of the situation and pupil characteristics which could be immediately inferred from observable behavior. (GEA)

A survey of 198 British elementary teachers revealed that 51 percent believe they were spending too much time on behavior problems. Three-quarters of the teachers identifed boys as their most troublesome students. Asked to identify the most troublesome classroom behaviors, the teachers selected "talking out of turn" and "hindering…

Examined relationship between children's self-concept of their intellectual and school status and their teachers' assessments of their behavior in school. Sample included 142 elementary school students and 70 teachers. Results showed that teachers' assessments of children's behavior in three areas accounted for 72% of variance in school-related…

Examines whether there is a difference in the threshold of withdrawal from schoolwork between children of divorced parents and children from intact families. Results showed that children of divorced parents have lower levels of achievement and lower withdrawal thresholds than do children from intact families. (Author/BSR)

Attention deficit disordered (ADD) boys fasted overnight and then received a drink containing sucrose or a placebo of comparable sweetness for four days. Examination of classroom behavior, academic productivity and accuracy, noncompliance with adult requests and peer interactions offered no support for the contention that sugar ingestion adversely…

Freshmen and sophomore science education students (N=32) were observed to determine their performance (attentive responses) on four cognitive variables. One result found is that 44 percent of students used the fastest mode of short stimulation/short response time, but had the lowest mean score on the four cognitive variables. (JN)

Students (N=200) in grades 4 through 8 and 10 completed questionnaire measuring perceptions of school theft incidence and seriousness, personal responsibility for correcting theft, causal attributions of theft, and perceived consequences of thievery. Main grade effect was observed for personal responsibility and consequences, but represented…

Presents a personal anecdote illustrating how a teacher learned to control an attention-seeking student who was disruptive in the classroom. (MD)

Small-group listening lessons and subsequent individual posttests were used to judge 94 three- through five-year-old subjects' attention, paired-comparison piece preference, time spent listening, and piece recognition. Research procedures included a modified multiple baseline design and split-screen video taping of instructional sessions.…

Evaluated the effects of involvement of adolescents in community service activities on levels of alienation in 50 ninth graders. It is suggested that adolescent involvement in service activities can produce positive benefits, including reduced levels of alienation, improved school behavior, improved grade point average, and acceptance by the adult…

Results indicated that the moral discussion group had a significant impact on the moral reasoning ability of delinquent and predelinquent adolescents as compared with a placebo group and a control group. Findings also indicated that gains in moral reasoning do not necessarily lead to improved classroom behaviors. (Author/ABB)

Briefly discusses current views of the way anxiety decreases students' learning from instructional software and describes ways software designers might compensate for the learning problems of anxious students. (MBR)

Describes the student revolt that began at Berkeley in September 1964, as observed, experienced, and interpreted by the author. (Author)

A survey of 68 suburban middle and junior high schools in New York revealed policies and practices used during the last week of school. Among the practices reported were offering regular classes; conducting testing; presenting awards or "moving up" assemblies; and holding athletic events, picnics, and other special activities. (PGD)

Questions are addressed regarding both temporary and long-term withdrawal of disabled children from school through suspension and expulsion. Questions involve differentiating between suspension and expulsion and determining whether suspension or expulsion represents a "change of placement" as that term is defined in federal statutes. (CT)