A comparison between a T-Group course and a more traditional human relations course indicated the following findings: the T-Group course showed more here-and-now behavior, more group dynamics and less organizational dynamics content, more involvement, more perceived transfer of learning, and more percieved comfort with feelings. (Author/BY)

This study investigated whether behavioral contagion would be observed when socially accepted and socially rejected children were exposed to an emotionally disturbed child for 3 months. (Author/BY)

While the functioning of all pupils was affected by teacher behavior, problem children were more sensitive to the teacher's social and affective orientation. Problem children's misdemeanors were greater and their sustained attention lower when teachers showed a decline in positive affect, social contact, and sustained feedback towards the pupils.…

Undergraduates (38 female and 9 male) completed Jackson's 1967 Personality Research Form to determine whether college students can confirm the accuracy of their own personality test results. Significant correlations between standard scores and subsequent accuracy ratings indicate that college students are able to assist in the confirmation of test…

Origins and problems of classroom-centered research on language learning and teaching are surveyed, tracing the development of both the concerns and the research tools used. The development of a productive controversy over objective versus subjective methods is described. (MSE)

Selected studies in three areas of second-language classroom process research are reviewed: the linguistic environment of instruction, patterns of participation, and error treatment. Also reviewed are recent applications of introspective or mentalistic research to the problem of describing the second-language classroom experience. (MSE)

School research should be more social in nature, i.e., contextualized, interactive/dynamic, and sensitive to participant conceptions. To explore the possibilities and limitations of the social study of social studies, a conception of social research is delineated, using recent social studies classroom research as illustration. Research utilization…

Describes a first grade classroom in which children learn the concept of "author" by writing their own books, which are then shared with the rest of the class. (HTH)

Describes a collaborative effort between an elementary school teacher and a university researcher to conduct joint research in content area reading. Discusses the advantages of such a collaborative project, as well as what the teacher and the researcher both learned. (HTH)

The involvement of high school students with instructional activities was investigated. Results indicated that attendance, completion of assignments, teacher ratings of student involvement, and student feelings of involvement during class activities were related to achievement in the social studies classes. (Author/GK)

Advises ways of using empirical research methodology in the classroom to nurture sustained, motivated, careful reading of literature. (RL)

A strategy was devised for integrating the learning of educational psychology through exposure to actual classroom experiences. Results indicate that the superiority of the experimental strategy is due to: (1) encouraging students to think about concepts over time; (2) orienting students to identify classroom applications; and (3) integrating the…

Important classroom management tasks occur during the first several weeks of the year, when the teacher establishes expectations about behavior and teaches the students the classroom procedures. (Author)

Data collected on 25 ways teachers interact with first-grade students participating in reading groups within intact classrooms were analyzed with class mean analyses and two types of within-class analyses. A large number of statistically significant relationships occurred only at the student-within-reading-group level. (Author/GK)

The relationship between three types of anxiety (about course arrangements, about interpersonal process, and about evaluative outcomes) and eight types of participatory classroom behaviors were examined. Data were gathered through both questionnaire and observation of 81 adult learners in six education courses at Brandon University, Manitoba.…