Caretakers and homes from which deinstitutionalized community placed clients had been returned to the institution were compared to caretakers and homes from which no clients had been returned. These two groups differed significantly in terms of amount of caretaker experience and in terms of proximity of members of the caretaker's family to the…

Children referred to the Learning Disorders Unit of the Yale-New Haven Hospital were evaluated for indications of prenatal exposure to ethanol. Our results suggest a continuum of teratogenic effects of ethanol on the central nervous system. Journal availability The C. V. Mosby Co., 11830 Westline Industrial Dr., St. Louis, MO 63141. (Author)

Finds that although the classroom behavior of second- grade pupils is, in most ways, statistically independent of their families' income, teachers of low income family pupils criticize more often, are more directive, and seem more concerned with control. Argues that these teachers prepare their students for failure. (Author/GC)

A readmission policy for students who were academically dismissed at Salisbury State College is described. The policy allows the student to make the decision of whether or not to return as a matriculated student the next semester. A description of the process and an analysis of the consequences are presented. (MLW)

Highlights a study to determine which personality traits (e.g., locus of control, academic self-concept, and study habits and attitudes) and biographical characteristics (e.g., age, sex, race, and marital status) of community college and technical institute students correlate significantly with grade point average and academic success. (AYC)

Remedial education is contrary to traditional educational principles, for it operates only after a child has failed. Instead failure should be prevented by developmental, individualized instruction. Furthermore, remedial education isolates and emphasizes skill deficits and may lead to teaching for the test. (Author/SJL)

Female students (N=50) were tested to determine if modeling poor performance but adequate coping with failure would facilitate a subject's maintenance of self-esteem in the face of a failure experience. Results of the comparisons made by subjects' responses to videotaped interviews are discussed. (Author/HLM)

Specific tactics for blunting affirmative action in the university are organized in five categories: obliterate or contain responsibility, delay responsibility, develop and operate recruitment efforts designed to fail, recruit minorities and women so they will subsequently fail, and delegitimize applicants. (Author)

Suggests that the Catholic schools presents a very natural environment in which young black men and women can be encouraged to consider a life of service and commitment to the church and their community. (Author)

Jesse Jackson talks about the state of public schools. (Editor)

Causal attributions of a person actually experiencing a success or failure (the actor) and someone who read about the situation (the observer) were compared. Results supported Jones and Nisbett (1971). (Editor)

French instruction in Nigeria is plagued by lack of qualified teachers and a high dropout rate. A comparison of students' and teachers' views on dropout indicated several problems; poor examination results; lack of interest and opportunity to use French; poor language aptitude, poor teaching, and pressure of other school subjects. (CHK)

The viewpoints of Arrington and Jerry L. Modisette regarding Wilbert J. McKeachie's previously published article on grading are offered with a reply by McKeachie. Variations in standards, the motivational value of grades, and nonacademic influences on grades are considered. (LBH)

Examined whether supplemental instruction offered to first-year medical students reduced the number of examination failures. Significant increases in mean test scores were achieved by at-risk students admitted to the University of Southern California School of Medicine in 1994 who participated in the Medical Scholars program, compared with similar…

Differences in the motivational beliefs of 154 Asian American and 372 non-Asian ninth graders were studied. Asian Americans' fear of the consequences of academic failure best explained their performance, but this variable least explained results for non-Asian students. Fear of academic failure was a better explanation for Asian Americans than were…