Data indicate that for girls, affective dispositional factors (empathy, depressive affectivity, aggression, and self-concept) are intimately linked to cognitive development and academic achievement. (PCB)

Four cases of Native American children are used to illustrate the importance of considering emotional needs. Only when these needs are satisfied can the children achieve academically. A plea is made to practitioners to return to the inner dimensions of thinking and feeling. (CB)

Two studies, involving 2 students (aged 11 to 12) with severe behavioral disorders, demonstrated that the use of cognitive behavior modification components, including self-instruction and self-monitoring, led to increased academic performance, and academic skill improvement led to a reduction in inappropriate classroom behaviors. (Author/JDD)

Discusses results of interviews with 11 year olds in a longitudinal study of educational progress. Reports that students were aware of the importance of school work. Describes most students as looking forward to secondary school and the study of more specialized subjects. Reports that children perceived academic success as within their control.…

This study tested the hypothesis that there is no significant difference in reading achievement among children in grades 2 through 5 related to family structure. Researchers administered the Stanford Achievement Test to 119 students in an Alabama city suburban school system. Of the sample, 69 children lived in intact families and 50 lived in…

This report examines the condition of America's young adolescents and how well middle grade schools, health institutions, and community organizations serve them. In its plan for action, the Task Force on Education of Young Adolescents of the Carnegie Council on Adolescent Development makes recommendations for new structures for middle grade…