This article examines gender bias in the school, describing the role of parents and teachers in fostering the bias, often unintentionally. The effects of the inequity are discussed and solutions for combatting gender bias are presented. (SM)

Addresses the question of whether it is possible for early years teachers to achieve understanding and appreciation of children's behavior and development without having insights into their own behavior and family backgrounds. Suggests that teachers must recognize the importance of their own backgrounds in how they look at children, teaching, and…

A longitudinal study examined developments in preschoolers' understanding of literacy and numeracy, comparing learning models based on adult-child interactions or on children's learning processes at preschools with varied reflectivity levels. Children's understanding of symbols related to literacy and numeracy. Developments in their understanding…

In interviews with 74 adolescents, high-income adolescents reported fewer misbehaviors and more behaviors which were playful, whereas misbehaviors of low-income youth stemmed mainly from anger. Low-income adolescents reported a greater number and variety of penalties that seemed both disproportionate to offenses and humiliating in nature.…

Argues that unique behavioral styles can be identified among African-American populations and that behavioral style may help explain differences in test performance for white and African-American students. Implications for all students of providing stylistic diversity in the schools and student ability to use multiple learning styles are…

Data from the National Longitudinal Surveys of Labor Market Experience of Youth are used to examine and contrast the effects of family context and individual characteristics on adolescents' expectations about adolescent fertility, nonmarital childbearing, family size, and childlessness. Socioeconomic and racial patterns are identified. (SLD)

The teaching behavior and instructional methods of elementary school teachers were investigated to determine whether teachers with positive attitudes toward mathematics employ different methods in mathematics instruction than those with negative attitudes. Overall, teachers with negative attitudes employed methods that fostered dependency whereas…

Follows up previous study of social and psychological effects of orthodontic treatment upon children. Reports that teachers' ratings of student attractiveness correlated significantly with judgments of children's sociability, popularity, academic achievement, and leadership. Concludes that teachers' estimations of academic capability was a good…

Studies relationships between reported parental behavior and depressive tendencies, self-esteem, and ego development for 53 young women attending college in New Delhi (India) and 50 in New Haven (Connecticut). Results are discussed in terms of differing patterns of transmitting expectations to daughters in the two cultures. (SLD)

Teachers of low-achieving homogeneous, high-achieving homogeneous, and academically heterogeneous classes in elementary and junior high schools in Israel were interviewed to determine their allegiance to academic, personal, and social goals for students. In contrast to results of U.S. research, academic goals dominated for teachers in all…

A descriptive and metanalytic research review indicates that physically attractive students are usually judged more favorably than their unattractive counterparts by teachers on several dimensions including intelligence, academic potential, grades, and social skills. The influence of moderating variables and possible mechanisms responsible for the…

The utility of teacher ratings of student academic performance and psychosocial behaviors as technically sound indirect measures of student outcomes was demonstrated in a long-term study of the effects of background variables on a cohort of Danish children (n=350). The Baker-Mednick Teacher Rating Form was developed for this purpose. (SLD)

A study examined the effects of individual characteristics, institutional characteristics and experiences, and financial aid on African-American and White students' degree aspirations. Students' aspirations were mostly the result of socioeconomic factors, initial degree aspirations, and institutional characteristics. Financial aid was not a…

Presents specific recommendations to prevent underachievement, including matching experienced teachers who have realistically high expectations with low-achievement students, reducing class size, establishing professional-development programs to assist teachers in learning effective ways to communicate with students and parents from diverse…

This study investigated patterns among three practices used by 52 general education teachers for inclusion of students with disabilities: grouping strategies, teacher expectations, and modifications. Results found a pattern of differences between content and special area teachers in use of large-group instruction and reliance on special education…