Reports the responses of 23 mothers of Down's Syndrome children to the Behavioral Style Questionnaire concerning the temperament characteristics of their child. Mothers were also interviewed with the Implicit Parental Learning Theory Scale and asked how they would handle certain specified child behaviors. (HOD)

Comments on the lack of general agreement as to the aims and objectives of English instruction and draws attention to need for dissemination and continuation of research work that will help schools construct coherent schemes of work based on an understanding of stages of development in students' mastery of meaning construction in modes of writing,…

This rejoinder to Brown and Weiner (TM 509 074) attempts to resolve areas of apparent conflict and to offer a broad synthesis around the self-worth theory of achievement motivation. The different yet compatible aspects of attribution and self-worth theories in regards to achievement effort are discussed. (BS)

Suggests a computerized writing workshop provides an ideal setting for collaborative learning, enabling students to participate in activities such as peer evaluation and group brainstorming. (HOD)

Highlights children as a source of information about curriculum development. Observes how and why some first grade children write, and how this may affect teachers' instructional assumptions. (HTH)

Reviews Elie Wiesel's "Night," an account of his Holocaust experiences. Concludes that what is important is not that students' questions be answered, but that people continue to ask them. (EL)

Discusses the effectiveness of a week-long teacher inservice workshop on Shakespeare's "Hamlet" in the context of an analysis of participants' responses to a 10-question evaluation of the inservice. (AEA)

Describes an approach to writing evaluation in which the teacher asks the student to write a student-teacher memo--a brief, informal not-to-be-graded communication--that explains the student's intention in responding to the writing assignment. (HOD)

Examines teacher effects on activity choices of boys and girls in a German kindergarten. Teacher's differential attraction for boys and girls is also considered. Results indicate that teacher presence has a marked impact on activity choices and suggests that the teacher has a stronger attraction for girls than for boys. (Author/AS)

Concludes that perceptions of causes of crime vary markedly depending on which news medium is used most. (FL)

Decries the narrow focus of teachers' comments on technique at the expense of content in students' essays. (HTH)

Metaphors, as linguistic cultural artifacts of organization culture, can be used as catalysts to encourage reflection and discussion on campus culture with key campus leaders, both faculty and administrators. An analysis of interviews with administrators, faculty, and departmental secretaries is discussed. (MLW)

Examined development of relations between causal explanations, the anticipated emotional consequences for others if these causes were communicated, and the decision to disclose or withhold causal explanation. Within a role-playing paradigm, children aged 5-12 were given scenarios involving social rejection or broken social engagement. Data…

In the four studies reported, facial expressions of emotion are considered to be not merely responses indicative of internal states; they are also stimulus patterns that regulate the behavior of others. Results indicated that one-year-old infants seek out and use maternal facial expressions to monitor behavior. (Author/DST)

Responses of preservice and experienced teachers to the Teacher Concerns Questionnaire (TCQ) were analyzed to investigate the validity of TCQ scores and gain insight into teacher concerns. Generally, the results support earlier studies, but findings regarding impact concerns indicate caution is needed when basing decisions on TCQ scores.…