Compares evidence available today on the subject of reading rate with that contained in a recently republished book by Edmund B. Huey and concludes that the similarities between the two are remarkable. Bibliography. (MD)

This study builds on previously established attribution-affect linkages in an effort to better understand teachers' evaluative reactions to student success and failure. As predicted, the affective reactions of teachers indicate that they are more willing to accept personal responsibility for certain kinds of student outcomes than others. (Author)

Discussing research on the effects of developmental differences, task characteristics, teacher feedback, and classroom management and organization on children's perceptions of their abilities, this article speculates on whether and how these perceptions influence children's behavior. (Implications of this research for classroom practice are also…

A critical analysis of theoretical and methodological issues in research on learned helplessness is presented. As studied in achievement settings using achievement tasks, learned helplessness is perceived as maladaptive behavior. It has not been studied as an adaptive response to situational demands. New directions and educational implications are…

Examined educational goals and personal characteristics (values and attitudes) of academically successful and unsuccessful men and women engineering students. Confirmed the college-fit theory: If the values, goals, and attitudes of a student correspond to those of an institution, the student is likely to remain at the institution. (PAS)

Discusses prevocational education in Saudi Arabia: separate schools for boys and girls, primary school curriculum, factors contributing to academic failure and dropout rates, prevocational training centers, educational facilities, program restructuring, and curriculum revitalization. (CT)

Male and female preschoolers and third graders (N=192) were asked to explain the success and failure of girls and boys on feminine and masculine tasks by choosing among four causal factors: ability, effort, task difficulty, and luck. (CM)

Reports the findings of a study to determine what procedural protections are afforded students at public colleges and universities who are faced with disciplinary or academic dismissal. The data are from 62 of the 85 public postsecondary institutions asked to provide published procedural guidelines. (Author/MLF)