Transcriptions of 156 recordings of teacher/child interactions were analyzed and teacher verbal moves were described as pedagogical, asides, or providing feedback. The pedagogical moves were subdivided into areas concerned with welfare, directions, providing words, word recognition, phonics, and comprehension. (MKM)

The article compares the burnout process among helping professionals and teachers of exceptional children. Literature relating to burnout among the helping professions is reviewed. Causes and symptoms of burnout are applied to the field of special education. (Author/PHR)

In the first of two experiments, 20 retarded young adults were compared on a simple discrimination task with 10 nonretarded students of the same CA. Patterns of reaction time were interpreted as indicating differences between the groups in response strategy, with retarded persons responding on the basis of little stimulus evidence. (Author/CL)

Relates some of the author's experiences while teaching on the Pine Ridge (South Dakota) Sioux Reservation, showing how learning barriers can be broken with a little understanding between teacher and students. (JT)

Examines samples of classroom discussions about reading passages, showing how they can be student and text centered with the teacher operating as a careful facilitator. (JT)

West German and English teachers completed questionnaires and interviews about stress situations and responses. English teachers identified more stress situations than German staff, who felt more certain of their roles and more involved in school decision-making. Both reported poor staff communications and disruptive pupil behavior as their major…

Criticizes the operant approach to the study of life span development from a theoretical behaviorism view. It is argued that the operant approach is too limited in its scope to enhance significantly the conceptualization and understanding of life span development. (Author/DB)

Telephone counselors responded to client statements which contained two messages. Results showed counselors' responses were either nonspecific or included both messages. Counselors responded to content rather than positioning of messages, thus providing no support for the recency hypothesis. (Author)

Black and White teacher task activity and related Black and White student interaction were studied in four college classrooms. The research goal was to conceptualize and analyze the manifestations of task related work and disruptive emotionality in the interracial classroom by using a modified social systems perspective. (Author/GC)

Reports on teacher reaction to a compromise proposal dealinq with the reform of A level and N level language syllabuses. (AM)

Finds that extraverted children did better than introverted children on both a nonverbal coding task and simple and complex verbal fluency tasks. Notes that anxiety influenced girls' performances on the more complex verbal fluency task, but did not alter boys' performances. Compares these findings to those of similar studies of adults. (RL)

Differences between signed and anonymous student evaluations of high school student teachers were investigated. Signed evaluations produced higher ratings. (JKS)

The relative importance of different cognitive subprocesses in Bender performance was studied with Black middle-class first graders. Results suggest that the Bender owes much of its clinical validity to loadings across all stages of human information processing. Kagan's hypothesis on conceptual tempo in Bender performance is also analyzed. (SJL)

Studied was the adjustment of Israeli high school students in relation to the Repression-Sensitization personality dimension, which concerns the individual's characteristic response to threatening stimuli. Repressors avoid such stimuli; sensitizers approach them. Adjustment was measured by peer acceptance and teacher evaluation scores, both of…

Investigates how two traditional early childhood activity settings, the block and housekeeping areas, influence young children's play and social behaviors. (Author/MP)