The ethnographic study which examined Chicano students with extensive absences and low academic achievement indicated that student-informants reacted negatively toward the formal social sub-system (including the teachers, the curriculum and materials, and the school's organization structure) because they found little in the sociocultural…

The relationships among cooperation-competition, perceptions of locus of control in social situations, and locus of control in intellectual-academic situations were compared among fourth- and fifth-graders in traditional and open classrooms. Open education children were more cooperative, and traditional students displayed higher internality for…

This study examined videotaped teacher and performer behavior during several high school ensemble rehearsals to determine the predictability of off-task behavior from eight carrier variables. Results indicated a strong relationship between off-task behavior and individual teachers, nonperformance activity, and teacher eye contact. (Author/SJL)

Reports data on the predictive utility of the WISC-R factor scores for Native American Navajos and examines the diagnostic utility of the FD scores as a correlate of academic achievement. Results indicate limited utility of the WISC-R factor scores in predicting academic achievement for Native American Navajos. (Author/RC)

In the case of Gabrilowitz v Newman the court used the due process balancing test to conclude that a student has a right to have counsel present at a university disciplinary hearing where the conduct in question is the object of a pending criminal proceeding. Available from J. Reuben Clark Law School, Brigham Young U., Provo, UT 84602. (MSE)

On achievement and behavior, girls were rated higher than boys and internals higher than externals. Sex interacted with school environment, such that girls' achievement ratings exceeded those of boys only in open classes. Locus of control by environment interaction was not found for achievement or behavior rankings. (Author)

The behavior of preadolescent males was rated by two teachers using the Devereux Child Behavior Rating Scale. Interrater teacher reliability estimates were not significantly different than those reported with mental health professionals, but differentiated significantly between diagnostic categories. (Author)

In a study of elementary students, the relationship between the Matching Familiar Figures (MFF) and social and emotional adjustment were higher than correlations between MFF and achievement. Suggests MFF performance is related more to adjustment than achievement. Latency in MFF scores did not predict achievement or adjustment. (Author/JAC)

A competency-based teacher education program, combined with a data-based classroom observation system, appeared to control, to an extent, the selected behaviors of student teachers and their classes. (CJ)

Pupil behaviors during oral reading influence teacher response more strongly than do preconceived pupil status variables. The research findings are also related to the formation of teacher expectations. (CJ)

Using a behavior observation schedule, classroom behavior was investigated in relation to pupils' level of anxiety and achievement need, which were hypothesized to be indicative of coping strategies. Subjects were 104 British students (ages 10-11) in formal and informal classrooms. For part one of this study see AA 532 922. (Author/SJL)

This article argues for the abolition of substitute teachers on the grounds that they waste student time and school district money and that the position degrades the individuals who act as substitutes. (JMF)

Describes an in-school program developed for suspended students in the Ascension Parish schools. In cooperation with the Louisiana State Department of Education and the National Diffusion Network, teachers received training to deal with suspension and inherent problems. The program is promising. Reduction of school suspension is possible.…

Results of a study of 21 biology teachers in England indicate that classroom behaviors result from a complex interplay of both verbal and nonverbal elements of communication. By manipulating certain nonverbal behaviors, it might be possible to control verbal and social interactions. (Author/KC)

Discusses research on the impact of the physical environment of the classroom on student behavior and attitudes, and offers guidelines for designing informal classrooms. Encourages school personnel concerned with creating positive learning environments to pay more attention to the physical environment. (Author/NRB)