Delineates and examines the psychodynamics of the paranoid wife syndrome and its concomitant characteristic intrapsychic and interpersonal dynamic phenomena. Diagnostic indications and treatment modalities and strategies are noted. (Author)

Cross-age tutors and tutees (n=122 children) felt that tutorial learning was most dependent on effort rather than ability factors and attributed positive learning consequences to their tutoring partner, but negative learning consequences to themselves. (Author/RL)

A combination of Eastern philosophy and cybernetics leads to a method of improving athletic skills (especially basketball) which is based on the theoretical basis of Maltz's philosophy of successful goal attainment. The method is relevant to the total educational process and to counselors. (SB)

Describes and gives results of a program of individualized instruction in typing and shorthand classes in the Department of Business Education, Brigham Young University. Although the program did reduce costs and accommodate increased enrollments, it was not successful in terms of student achievement or faculty utilization. (MF)

Examines the risk and protective factors for different types of violent behavior in high school adolescents. Major risk factors include gender and deviant behaviors, committing nonviolent felonies, academic failure, and lack of parental affection and support. As risk factors increase, the likelihood of violent behavior increases. Impaired parental…

Examines the characteristics of children retained in early elementary school and the effects of retention on achievement and adjustment throughout the elementary years and again at age 16 years. Results indicate that retained subjects were more likely to be males with significantly poorer adjustment. Concludes that elementary retention was…

Describes a survey of 20 distinguished clinical medical teachers concerning episodes of instructional failure that subsequently led to improvement in teaching. Identifies eight common failure types associated with each phase of teaching (planning, teaching, reflection) and respondents' suggestions for improvement for each. Notes that the…

During 1989-90, British Columbia implemented a dual-entry kindergarten program based on developmental readiness. The program failed because developmental readiness was difficult to measure, random entries were the rule, and a compromise solution proved unsatisfactory. Acting out of a principled desire to serve children could not squelch rational,…

A Delaware middle-school principal reflects on a small town's provincial, picayune mindset when confronted with the RE:LEARNING project. Community culture made change very difficult; tradition and stakeholders' fears worked against new initiatives. Also, the district's commitment to the project was very superficial, and local politics stifled…

Proposes four main reasons that children are left behind in schools: unmet needs, lack of motivation, lack of foundation and prior knowledge, and lack of support for learning. Discusses Maslow's hierarch of needs; partnerships with parents; connecting to student interests; insisting on mastery; curriculum sequencing; brain-based research; and…

This article analyzes factors related to bringing research-validated practices to scale to enable implementation of responsiveness-to- intervention models in special education. Key components of effective literacy programs are discussed, along with findings from reading intervention research. The need for professional collaboration among…

Explores the problem of low academic achievement among African Caribbean boys in English schools and discusses corrective efforts. Efforts in making the curriculum more accessible, promoting self-esteem, and reintegrating African Caribbean students who have been excluded from other schools are examined. (GR)

Elementary school students (N=75) with mild disabilities were monitored in reading and math before and after summer vacation and six weeks into the following school year using Curriculum-Based Measurement Probes. Results indicated significant regression following break. By recoupment measurement, students had regained proficiency and performed…

A review of 32 studies that compared social competence of children with learning disabilities and typical children in inclusive classrooms found children with learning disabilities and low-achieving children were at a greater risk for social difficulties than were average-to-high-achieving children and did not have accurate self-perceptions of…

Examined effectiveness of refusal skills program implemented with seventh graders (N=235) of "Just Say No" variety. Program was not able to influence the "high-risk" attitudinal syndromes that are closely related to student drug involvement, and significantly larger proportion of students found it more difficult to say…