In response to problems of transfer students from two-year colleges, Montclair State College (New Jersey) has developed an articulation model based on a program-to-program approach. The system specifically addresses issues of course content, program goals, and curricular expectations. It coordinates contributions from all segments of the college…

Profiles teachers' everyday experiences at a southeastern Texas middle school that mainstreams most of its special needs students. Classroom observations, accompanied by teacher and student survey data, showed that mainstreaming had deleterious effects. Since teachers spent a disproportionate amount of time serving special education students,…

Study investigated teacher differences in attributions and perceptions concerning student behavior. Expert, advanced beginner, and novice teachers discussed perceptions of students, attribution of behavior, and prediction of future performance. They differed in how they discussed student behavior and dealt with misbehavior but not in prediction of…

U.S. education faces productivity and efficiency crisis. Because local, state, federal budgets are limited, schools must accomplish more with less. Few U.S. youngsters see themselves as workers or their school performance as greatly affecting later life. Teacher and student expectations are unreasonably low. Because schools cannot provide social…

Although inclusiveness is the U.S. school system's strongest feature, more is seldom better. This article recommends raising standards and expectations, focusing on outcomes, stressing effort over ability and teacher competence over seniority, individualizing instruction, breaking the age/grade link, expanding year-round learning and early…

Describes the atmosphere and activities in a primary classroom in New Zealand that affect the literacy development of limited English-proficient children. Key factors are identified, including teacher expectations of success, whole language environment, and nurturing classroom climate. (two references) (Author/LB)

Uses handwriting samples of 12 undergraduates to explore whether teachers give higher marks to students' work in good handwriting and whether the students' gender may be surmised by their handwriting. Results show grading is not influenced by handwriting quality and finds no effect of gender attribution on grades assigned. (NL)

Theories of motivation suggest three approaches to enhancing college student learning: (1) reshaping students' overall achievement orientation; (2) creating the expectation of success; and (3) increasing the value of academic outcomes by helping students develop personal goals and identify means of achieving them. (MSE)

The relative math expectancies (RMEs) and math-performance attributions of 122 male and 177 female eighth graders were examined in relation to an Expectancy-Attribution process model of performance. Results from the Mathematics Attribution Scale and a RME rating scale support the model and indicate gender differences in cognitive patterns in…

Examined relation between college students' (N=172) expectations about counseling and measures of students' psychosocial development. Found significant relations between students' expectations about counseling and scores on Student Development Task Inventory, but no significant relations were found between scores on Expectations about Counseling…

This study examined potential conflicts between expectations of receiving teachers in community schools and the behaviors of elementary students moving from a psychiatric treatment facility. Students had been using the AIMS (Assessments for Integration into Mainstream Settings) system. Potential conflicts in the areas of adaptability,…

Thirty classes of fifth graders (n=536) were surveyed to see if their criteria for academic success, beliefs about the causes of success, and perceptions of teachers' expectations involved the coordination of personal values and contextual norms. Beliefs about causes of success have some relation to personal identities and students'…

The math-related interests and academic-choice intentions of black college students (N=164) are explored. A social cognitive path model offered good overall fit to the data. Although racial identity contributed little to the model, self-efficacy and outcome expectations predicted interests, which predicted choice intentions across racial attitude…

Investigated the impact of efforts to prepare average high school students for college admission, examining ethnic differences in academic retracking. A longitudinal evaluation of a school reform effort at four California high schools indicates that specific efforts to retrack general/vocational students into college-preparatory tracks offer…

Discusses cases that reveal the impact of teacher expectations on the accuracy or inaccuracy of self-concepts of children with exceptionalities from minority-group backgrounds. Fifteen teacher beliefs that will benefit new and seasoned practitioners as they identify, assess, place, and instruct minority children are provided. (CR)