The effects of interpersonal cooperation, competition, and individualistic efforts were compared on a categorization and retrieval, a spatial-reasoning, and a verbal problem-solving task. Forty-five first-grade children were stratified on the basis of sex and ability. Students in the cooperative condition achieved best. (Author/CTM)

Friendship choices were found to be distributed more evenly in classrooms where greater student interaction is permitted. (JD)

Schedules of classroom activities and direct observation of actual activities were collected in 24 early childhood special education classrooms. Significant differences were found between the amount of time that teachers allotted for activities (such as play, self-care, transition, and story time) and the amount of observed time that children…

Observes a fifth grade classroom where students were heterogeneously grouped for reading to see how the teacher organized and managed this type of grouping. Examines the effect on students' reading. Includes a description of the teacher's plan and outlines factors contributing to the success of the plan based on observation and student reports.…

When a high school science teacher reorganized her class from tracking to heterogeneous grouping, overall grades and interest in science increased. Structural and cultural changes she made included cooperative learning, rubrics for assessment, and complex project work. (SK)

Comparison of every-day and every-other-day instructional schedules with six preschool children (two with autism and pervasive developmental disorders) found the every-other-day schedule equally effective in fewer sessions and minutes of instruction than the every-day schedule. Generalization and follow-up were not differentially affected by the…

This research investigated social and academic outcomes from single-sex classrooms in a Tasmanian coeducational government primary school. Interviews, observations and surveys formed the basis of the evidence. Teachers, parents and children reported positive benefits from the class organisation, but these differed according to gender. Staff…

This report summarizes and discusses findings about classroom management from two studies, the Junior High Management Improvement Study (JMIS) and the earlier Junior High Classroom Organization Study (JHCOS). These two studies involved long-term observation in more than 160 classes in a variety of subject areas. Results of the two studies are…

Presented here are two models that can be used to solve distribution problems, such as assigning teachers to students, teachers to courses, or special students to schools. The models, the assignment model and the transportation model, are termed evaluation models under a definition of evaluation that delineates its function as that of serving…

Because the stratified levels in schools and school systems bear widely accepted symbolic statuses, a student's position in the hierarchy may influence the pattern of his or her educational career independently of scholastic achievement. A study was conducted to investigate the simultaneous effects of the rank of students' reading groups in first…

In-depth interviews with eight teachers who consistently and successfully developed individualized, personalized classrooms are reported. The object of this investigation was to determine how these teachers perceive the teaching and learning process and how they view themselves and their development as teachers. The teachers varied in their…

This two-phase study identifies the techniques used by teachers in their classrooms to arouse and maintain the attention and interest of their students (student engagement). During the first phase (reported in another document), 24 third- and fourth-grade teachers and their students in nine elementary schools in low-income communities were the…

Presented is a study to determine the relationship between personality and student responsiveness to a particular learning technique. The Myers-Briggs Type Indicator was used to indicate student personality; the seminar approach with varying degrees of structure and leadership was the basic classroom technique. (JMD)

Hypothesizes that organizational conditions in classrooms affect aspects of student motivation, i.e., students' academic self-concepts, their perceptions of their peers, and their perceptions of school. Research findings in studies of elementary students confirmed the hypothesis that classrooms that narrowly define academic ability increase the…

Reports a survey of nine northern Illinois high schools on provisions for retarded readers. Information is presented on course structures, admission policies, grading, class management, and instructional materials. Conclusions are drawn about criteria for a successful high school remedial reading program. (SJL)