Twelve fifth- and sixth-grade field-dependent and field-independent teachers were observed for 96 hours in regular elementary classrooms. Statistically significant differences were obtained from 8 out of 10 instructional behaviors observed between field-dependent and field-independent teachers. (Author/SJL)

In addition to learning academic content, school children learn to become socially competent members of the classroom community. This study uses microethnographic techniques to discover and describe important aspects of the social competence acquired by kindergarten and first-grade children. (Author/RLV)

Innovation processes in the Swedish Higher Education System are described and related to a general theory of innovation. Using the theories of Kurt Lewin, characteristics of higher education as a social system and factors which determine the nature of the forces towards a certain type of change are defined. (JMF)

Problems caused by the intrusion of boards of education into labor negotiations between teachers and administrators are discussed. (JD)

To obtain information on the potential benefits of integration, the study investigated the nature and extent of social interactions among 37 mildly, moderately, severely, and nonhandicapped preschool children at different developmental levels. (Author)

In order to examine whether the visual picture of the mother would, by itself, encourage toddlers to play in an unfamiliar situation, the effects of films of mothers were compared to the actual presence of the mothers, and to films of unfamiliar women. (CM)

The verbal interaction of 31 middle-class early adolescent boys and their parents was analyzed to provide information about the impact of the onset of puberty and formal operational thinking on relationships in the family system. (Author/MP)

Compares the uses of mass media and informal social networks in opinion formation among women from three varying population density groups. Results indicate that the degree of urbanity and education mediate choice of information source. (JMF)

Indicates that dyadic relationships are seen as less positive with increasing distances between members and with less direct physical orientation, though contributing factors show that such effects are not simply additive. Shows that sex differences distinguish the judgments that observers make about dyadic relationships. (RL)

Cybernetic sessions allow for the investigation of several variables concurrently, resulting in a large volume of input compacted into a concise time frame. Three session questions are reproduced to illustrate the variety of ideas generated relative to workshop design. (Author)

Friendship choices were found to be distributed more evenly in classrooms where greater student interaction is permitted. (JD)

The recorded conversations of 40 preschool children in small groups were analyzed for interruptions, overlaps, lapses, and gaps. Significant differences were found between heterogeneous and homogeneous groups for interruptions, with boys interrupting girls at a two to one ratio. (Author/RL)

Forty-eight mothers and their four- to six-year-old children participated in a controlled disciplinary encounter in which the children's attentiveness was manipulated. Results suggested that parents may use commands to get their children's attention and then use reasoning once their children are listening. (JMB)

Gazing behavior of 10 twin infants (five male and five female) and their mothers were recorded weekly during the babies' fourth month of life. Videotape equipment was used in the home; data were gathered as naturalistically as possible. (Author/MS)

Effects of affective and behavioral interview styles on client environmental contingency, goal-related, action-step-related, self-reference affect, and time oriented statements were examined with 24 female subjects. Counselor interview styles differentially prepare clients to describe their behavior in specific behavioral terms and engage in goal…