This paper reviews the student teacher failure literature and describes a study on the causes of failure, noting implications for teacher education institutions. The study involved a systematic analysis of the files of student teachers who failed at one university from 1994-97. Failure of student teaching was defined as either choosing to quit…

This brief synthesizes seven papers commissioned for a series of meetings convened by Mid-Continent Research for Education and Learning to discuss raising the achievement of low-performing students. The purpose of the brief is to identify some causes of the low performance of marginalized students, and then offer research-based solutions for what…

Cohorts of entering freshmen were tracked over time to determine whether the suspension policy at Montana State University (MSU), Bozeman was having the intended effect on academic success, defined as degree completion. The university's current policy requires students to be suspended after receiving grade point averages (GPAs) of lower than 2.00…

How one school system went about improving student self-concepts is the subject of this article. What the schools did has been successful and the future holds even more promise, writes the author. (Editor)

Suggests that evaluations of educational input-output studies frequently overlook some basic characteristics of the nation's schools as a whole, which, when conjoined with economic theory, permit viewing the results of these studies as neither counter intuitive nor damaging to the education profession. (Author/DN)

Discusses some historical developments in the interaction of psychology and education, and shows how developments in early education research describe the workings of an applied, experiment-oriented relationship between social and behavioral science and society. (Author/JM)

Ten patterns or syndromes of classroom behavior of 337 high school girls were derived and analyzed for relationship to academic success or failure among delinquent and regular students; it was found that in both settings failure could not be viewed in only academic or cognitive terms, but as an indication of failure of the total child to cope with…

It is in the classroom of the graded school that the underlying mismatch between functions and forms occurs in American public education. (Author)

Proposed is a theory of cognitive integration to explain the observed failure that many black and Puerto Rican elementary school children experience in learning to read despite intensive efforts at remediation. (Author/DB)

Findings indicate that early retention may increase achievement, but is indicative of lack of readiness on part of child for learning. Suggests transitional or ungraded classes to assist them, and to avoid social stigma of being held back. (CJ)

Author concludes that paraprofessionals can be effective in teaching children, and that a participatory educational approach from the bottom up may be much more meaningful than the hierarchical downward oriented bureaucracy. (Author/MB)