Presents a conceptual and empirical investigation of pupil misbehavior in secondary school classrooms. Identifies three types of dissent by pupils and shows that dissent stems from different aspects of the classroom experience--pupil characteristics, social relationships, and the pedagogic relationship. (Author)

The effects of examination grades on undergraduates' study behaviors, attendance, and evaluations of instruction were examined. Liberal grading was found to result in higher evaluations of course and instructor but had no demonstrable effect on studying or attendance. The implications of these findings and alternative interpretations are…

The author gives three major reasons for a student being habitually late to class: resistance, disorganization, or unavoidable schedule conflicts. He makes specific suggestions to teachers for dealing with the disorganized and resistant latecomers. (SJL)

Examined relationships among the ABIC, pluralistic assessment's Estimated Learning Potential (ELP), and school achievement for elementary children. The ABIC is largely independent from both WISC-R IQs and achievement. In contrast to highly significant IQ-achievement correlations, the ELP-achievement correlations tend to be lower. (Author/BEF)

Analyzed female college students' responses on a religiosity scale and a sexual behavior inventory. Three groups were identified as to their frequency of intercourse. Five religiosity items significantly discriminated the three groups. Results indicated females differing in sexual behavior can be distinguished on the basis of religiosity. (Author)

Describes an instructional improvement program to help faculty become aware of and adapt their instructional strategies to the developmental and learning characteristics of students. (Author/CHC)

Identifies behaviors exhibited by students who are victims of learned helplessness and discusses the application of coaching techniques to teach these students to take control of their learning. Details the components of coaching, including active student participation, small sequential learning units, corrective feedback, and attention-getting…

Determined the influence of inservice training in Glasser's reality therapy and class meeting techniques on teacher affective behaviors, student on-task behaviors, discipline, referrals, and student absences. No significant changes in teacher and/or student behavior resulted from the inservice training. (Author)

This study investigated why children reproduce and/or reconstruct text in a classroom. The focus was on social classroom variables. Results supported the prediction that students would recall text differentially according to the response interaction pattern maintained with teachers. (Author/DB)

The extent to which children can and should be involved actively in the decision-making processes of their own health care is discussed. (JD)

Results of a study indicate that children from one-parent families tend to move more, have lower achievement, are less healthy, and are more often involved in disciplinary action than are students from two-parent families. (IRT)

The grading orientation of college faculty who assign high grades focuses on the individual student rather than the comparative aspects of grading. (JD)

The relationships among self-concept, classroom interaction, and academic achievement were investigated in this study of preadolescent elementary school students. Results indicate that the low self-concept students showed more social withdrawal, academic difficulties, and inappropriate attention than did students with high self-concepts. (JN)

Teenagers, classified according to Rotter's Locus of Control Scale, indicated whether or not and why they engaged in alcohol consumption or marijuana smoking. A higher proportion of externals drank but the groups did not generally differ in marijuana smoking behaviors. (Author/BEF)

Describes study to determine bias of recorders in a typical classroom behavior modification investigation, specifically the effect of observers on pupils' behavior and the effect of induced expectations on the observer's recordings. Results show that neither variables produced bias in recording results. (KC)