Two studies investigated children's understanding that biases may influence the interpretation of behavior. In the first experiment, most second graders inferred that a negatively biased, uninformed observer would construe an act as intentional. In the second, kindergartners and second graders appropriately used bias and knowledge information to…

Discusses the ways in which families and children with developmental disabilities can attain "full citizenship" with a creed of positive contribution, great expectations, friendships, choices, and strengths. (BB)

Chapter 1 aims will not be achieved until disadvantaged youngsters are succeeding in the regular program and exhibiting grade-level proficiency. To succeed, Chapter 1 programs must be coordinated with regular instruction, emphasize more than basic skills, and abandon low learning expectations and stereotyped notions of poor and minority students.…

Outlines the particular stresses experienced by gifted children arising from the unrealistic expectations of parents and teachers, social handicaps, poor peer relationships, and boring and unrewarding school work. Explains five main "gripes" collected from interviews with gifted and talented children. Lists recommendations for teachers.…

Subjects (n=180) equally divided by grade (second, fifth, college freshmen) and sex participated in study investigating dimension of outcome expectancy (school achievement, peer relations, teacher relations, personal satisfaction, negative side effects) that clients use in evaluating potential school-based treatment intervention. Outcome…

Second-grade teacher explains the benefits of student portfolios in his classroom. Besides providing a complete picture of students' academic abilities, portfolios allow students to reflect on their work. The article explains how students help choose work samples for their portfolios and describes the quarterly teacher-student portfolio…

A teacher's outlook toward academically capable but difficult students is presented that emphasizes how to handle them in heterogeneous classes. (LB)

The study had mentally retarded and nonretarded perceiver children (n=40; 9- to 14-years old) converse with a child described as a special or regular education student. Results suggested that stereotypes about children with and without learning problems may become self-fulfilling prophecies by altering how children treat each other and how they…

Two specialists in child development and child psychology discuss intellect and gender difference and suggest ways teachers can give boys and girls the same opportunities and judge them by the same standards. (SM)

Descriptions of temperament were more predictive of maternal adaptation than were mothers' expectations of infant behavior. Infant temperament was more important for multiparous mothers than for first-time mothers. Predicted interactive effects were not found. (RH)

Examined 3 aspects of construct validity of Expectations about Counseling-Brief form (EAC-B): whether it measures expectations about counseling rather than other constructs, whether test items are clearly understood, whether test maintains respondents' attention. Analyzed cognitions of 30 undergraduates to determine which thought processes were…

Program for Assessment and Support is an early intervention program for at-risk children in the Aurora (Colorado) Public Schools. PAS teachers work side-by-side with regular classroom teachers, concentrating on children needing extra background and support. Key elements are high expectations for students, a developmental curriculum, cooperation…

Research findings on effective learning are limited, since mental activity is covert and learning can only be inferred from subsequent responses. Integrating such concepts as ability, motivation, self-efficacy, and perseverance is difficult. The respective roles of modeling, expectations, instruction, and feedback are not well understood.…

College faculty do not know enough about the current generation of college students, what they seek in college, how they spend time, what they expect of faculty and themselves. To accomplish the college's objectives for students' intellectual and personal development, they need the cooperation of student personnel workers, who work with students…

Concludes that, despite questionnaire and interview data revealing that teachers attempted to ignore the influence of gender perception in their assessment of student narrative writing, they did construct the writer's gender while reading student narratives. Suggests that the gender perceptions narrowed the lenses through which teachers assessed…