Effective meetings require three simultaneous operations: task activity (working on the agenda), maintenance (keeping the group in good working order), and team building (strengthening group's capacity to face future issues successfully). Discusses twelve reasons for group dysfunction during meetings. (EM)

The various data analyses comparing different approaches to teaching the disadvantaged show that the Direct Instruction model was more effective in terms of basic academic goals and affective outcomes. (Author/AM)

The results of student perception of success and failure on exams and in courses indicated that most ethnic students viewed their own efforts (not their ethnic background) as the primary cause of their success or failure. (Author/AM)

Males and females read descriptions of a male or female worker who succeeded or failed as a manager or secretary. Subjects responded with impressions of the worker, causal attributions for his/her success or failure, and evaluations of the likelihood of a number of positive and negative consequences for the worker. (Author)

To aid in developing classifications of epileptics that would be predictive of day to day functioning, 369 epileptics were classified as having epilepsy only or epilepsy associated with intellectual disturbances or organic mental syndrome, other neurological handicap, or behavioral problems. (GW)

This study of the Student Nonviolent Coordinating Committee (SNCC) extends and elaborates on the characteristics of redemptive organizations. SNCC is of interest because it attempted to do two things: to be political and to offer its members the satisfaction of a redemptive ethos. (Author/AM)

Research studies are analyzed to determine what factors influence parents' positive evaluations of schools. (GW)

A model of failure in sport is considered. Qualitative materials from professional baseball and football are examined with reference to reactions to failure, and variations are assessed in terms of the differences in social organization of these two sports. (Author/AM)

Criticizes games for contributing to student failure and reduced self-esteem, and contends that games must be more closely monitored by teachers or used only to strengthen previously learned skills. (JM)

Seven rehabilitation counselors, seven successful clients, and seven unsuccessful clients defined rehabilitation success and failure. Counselors and clients held disparate views of success and failure, counselors' stated definitions of success and failures were different from those that actually guided their behavior, and counselor-client…

Offers suggestions for helping the older child who has not learned to read, including developing a sight word bank using a memorized book, using these sight words as the basis for decoding instruction, and including the nonreader in a reading group. (ARH)

To examine gender differences in attributions for success and failure across subject areas, the Survey of Achievement Responsibility (SOAR) was administered to 165 girls and 160 boys in grades 4 through 12. The SOAR assesses attributions for success and failure in language arts and mathematics/science. Results are presented. (Author/MT)

Super powers are attributed to gifted and talented individuals in preparing for the world of work. Quite to the contrary, they need special help in preparing for that world. Gifted people are faced with multiple choices that challenge the counselor to implement the activities described. (Author)

In light of the increase in the loss of students during the first year of teacher training, this study examined the background and educational level of students entering teacher preparation and correlated those characteristics with success/failure variables. (MT)

Description of, and guidelines for, a preventative early intervention program designed to provide a strong academic, social, and emotional foundation for postkindergarten students considered to be at risk for future academic difficulties. (Author/DCS)