Adults viewing a videotape of a basketball game were instructed to push a button each time the ball was passed. Adults without mental retardation performed better than those with mental retardation. When a woman carrying an open umbrella walked through the action, 15% of subjects without and 60% of subjects with mental retardation noticed her.…

Three ways in which teacher expectations relate to scholastic performance are documented: self-fulfilling prophecy, perceptual bias, and accuracy. The role that teacher expectations may play in gifted underachievement is explored, and recommendations are offered for enhancing the school experiences of gifted underachievers. (JDD)

For at-risk students, opportunities to help others may provide a way to break the devastating cycle of failure--to substitute caring for anger and replace low self-esteem with feelings of worth. Educators are advised to select genuine (and optional) opportunities, choose tasks matching students' abilities, avoid praising helpers publicly, and have…

Investigated gender differences in efficacy-expectation/performance discrepancies of high school students (n=131) in English, mathematics, reading, and science. Students reporting greater efficacy expectation performed at higher levels, particularly in mathematics. Majority of student efficacy/performance discrepancy scores fell outside congruent…

A Colorado high school dramatically increased its effectiveness after its staff committed to creating an intimate, nurturing environment for students. Achieving this mission involved teaching students the prosocial skills necessary to cope with any authoritarian system, creating a culture fostering positive relationships and cooperation,…

Administered Expectations About Counseling-Brief Form (EAC-B) to 153 college students to examine instrument's factorial validity. Students also completed Developing Purpose section of the Student Development Task Inventory, second edition; the Counseling Readiness Scale; and the Career Counseling Diagnostic Inventory. Results support the factorial…

Describes a literacy expert's frustrating experience with Harry, an intelligent, resourceful, and illiterate man who was more afraid of tackling reading and writing than of jumping out of a helicopter. Unfortunately, some adults who have been mistreated in school are eager to become literate but lack courage to take the first step. (six…

Survey responses from 165 of 514 cooperative education students and 157 of 416 employing supervisors identified key factors of high quality experiences: student opportunities to contribute to employers; accurate, realistic job preview; realistic expectations; and perception of supervisors' role. (SK)

Discusses the feasibility of educational development in a disadvantaged area of Sri Lanka, considering expectations which are unreasonably high. Concludes that ambitious goals should be operationalized at a practical level. Recommends using the human resources of eager children, supportive parents, and dedicated educators to improve education. (KS)

Two factors are discussed that should influence the planning and development of rehabilitation services for visually impaired people: social perceptions/expectations (media influence, leisure, health, quality of life, and equality of opportunity) and external environmental influences (demographic, economic, social, political, and physical).…

Discusses how teachers can build and sustain students' positive self-images within the classroom. States that emphasizing effort instead of reading ability and focusing on learning goals instead of performance goals will help the "learned helpless" child immensely. Discusses the role of teacher expectations in the success attained by…

Districts planning to implement principal mentoring programs can increase their programs' chances of success by considering various issues, such as mentor selection, mentor/protege matches, essential hands-on experiences, and the value of reciprocation and time commitment. Successful mentoring depends on establishing trust, conveying expectations,…

Examines the ideology and expectations of early screening for linguistic difficulties in young children, discusses effective intervention, and presents an alternative to screening: formative assessment. (SK)

Compared expectations held by male college student athletes (n=50) and nonathletes (n=50) about counseling. Measured expectations by the Expectations about Counseling Brief Form. No significant differences between the two groups were observed. The findings have implications for counselors. (Author/NB)

Parents of academically gifted children expect schools will identify children's talents, play a significant role in talent development, and support excellence and achievement. However, gifted programs either do not exist, are minimal, do not allow for progress, or are insufficient to meet the needs of these children. (SK)