This study investigated responses made by prospective teachers when conducting an Informal Oral Reading Inventory with a student whose oral reading exhibited some features of black dialect. (HOD)

Pattern practice is seen as a valuable means of mastering the regularities of language, including forms, combinations of forms (structure), and the combining of such structures into more complex constructions. (Text is in German.) (IFS/WGA)

Describes some sample discrimination exercises, involving discrimination between forms, between two uses of a form, between different information patterns, and between forms having different social relevance. (IFS/WGA)

Argues for pattern drill as an indispensable link in the learning process: presentation, explanation, practice, performance. Opponents of pattern practice are suspected of confusing goal (communication) with means (drill phase). (Text is in German.) (IFS/WGA)

An Affective Education Committee was formed during the 1974-75 school year out of common interests of different committees to study the state of the art of affective education in the district. Results indicated teachers had considerable interest in learning to use various materials available to them within the district. (Author)

Explicates how teachers' control over classroom discourse patterns during teaching-learning activities influences the types of knowledge children create and acquire. Examines the relationship between two types of teacher-child discourse commonly used in early childhood classrooms and the semiotic tools children appropriate through participation in…

Examined effects of eight teachers' ethno-theories (beliefs and values) on interactions with their students, with two broad groupings of child temperament: difficult and easy. Found that children classified as difficult by teachers consistently gave and received from teachers more negative-valence in emotional and social behaviors than easy…

Offers a problem for teachers to try with their students. The problem is presented visually as a row of 15 connected squares and the task is to determine the number of rectangles. The goal is to encourage teachers to reflect on students' work and analyze classroom dialogue. (PVD)

A study with 804 undergraduates finds that Minnesota Multiphasic Personality Inventory-2 protocols that contain random responding with an onset after item 370 can be distinguished from protocols with an earlier onset of random responding. Results suggest that protocols with late random responding may be interpretable in terms of basic clinical and…

Compares the effects of two self-managed interventions on written multiplication in two elementary students with behavior disorders. Results indicate that the verbal responding intervention resulted in a larger number of learning trials and greater increases in learning rates. Focuses on increasing learning rates by requiring more time-efficient…

Surveys college students regarding their use of instructor comments written on their papers. Finds all students tend to use comments; no significant correlations exist between students' ability levels and their propensity to review, understand, and use comments; students were likely to review comments if they had to rewrite assignments; and…

Introduces a theoretical perspective on media viewing choices, grounded in social identity theory. Content analysis demonstrates that child, younger adult, and older adult television viewers show a preference for viewing characters of their own age. The experiment demonstrates that young adults' preference for viewing young adult characters exists…

Presents case study of two teachers teaching reading in first year of school. Found very little direct, proactive teaching and more reacting, which can be interpreted as purposeful interaction; teachers worked to build bridges between children's experience and literacy learning. Argues that organizational structures that reduce individualization…

Investigated effects of age, gender, and peer social status on children's understanding of emotional regulation. Found that children would less openly express negative than positive emotions. Predictions of peer reactions to emotional expressions depended on type of emotion and expression. Girls anticipated more negative peer reactions than did…

Subjective norms account for a significant, albeit small, proportion of unique variance in intentions. To explore the hypothesis that this effect can be explained largely by individual differences in the degree to which people are apt to be more under normative control, subjects were asked to indicate their intentions, attitudes, and subjective…