Attaining and generalizing a new concept were studied in Mexican- and Anglo-American fifth graders. Both modeling and repetition improved performance. (Authors/MB)

Anglo fifth graders, compared to Mexican-Americans and Blacks, perceived more friction and less cohesiveness in language arts classes; other ethnic differences in perceptions of classroom climate were also noted. (Editor)

The effect of extended text writing on the writing proficiency of urban elementary school students was investigated with 39 fourth- and fifth-grade classrooms. Both quality of writing and use of writing conventions was better for students with extended writing practice, a result consistent for minority and European American students. (SLD)

To assess the impact of economic hardship on 111 European American and 167 Mexican American families and their 5th-grade (M age 11.4 years) children, a family stress model was evaluated. Structural equation analyses revealed that economic hardship was linked to indexes of economic pressure that were related to depressive symptoms for mothers and…

Examined achievement goals and their correlates in physical education in 180 Chinese students and 121 Anglo-American students in grades 4, 5, and 6. The same two-dimensional factor structure of goal orientation (task and ego orientation) cut across the two cultural groups in physical education, but relationships seemed to vary as a function of…

Written for children in grades 5-9, this biography of the Nez Perce leader, Chief Joseph, describes the conflict between the Nez Perce American Indian tribe and the United States government, known as the Nez Perce War of 1877. Describing the 1,700 mile retreat of those Nez Perce who refused to surrender their lands to white settlers, ranchers, and…

The effects of systematically varying the administration procedure of the Wechsler Intelligence Scale for Children (WISC) for Anglo and Spanish American children were studied. Procedures used were standard, verbal feedback and monetary feedback for correct answers. Ninety rural 5th grade students from southern New Mexico were divided into 3 groups…

The study determined if there is a significant difference between the amount and quality of technological knowledge held by the American Indian students as opposed to non-Indians in the 4th, 5th, and 7th grades. Also, do these Indian students possess this technological information in a form which can be used, or is it in a state of unrelated…

A test measuring testwiseness was administered to 811 pupils in grades 3, 5, and 7 in the Tucson Unified School District. The pupils represented four ethnic groups: American Indian, Anglo, Black, and Hispanic. By controlling for reading ability using scores on a standardized reading test, the California Achievement Tests (CAT) or Comprehensive…

Summarized in this document are results from a survey conducted from 1975 to 1977 with parents, neighbors, and fifth-grade teachers as part of a needs assessment of Phoenix, Arizona, South Catchment Area children. A questionnaire consisting of 34 items, generated from studies reviewed in the area of children's behavioral symptoms and strengths,…

To examine the hypotheses that differences exist between Indians and non-Indians in the nonverbal regulation of conversation and that these differences cause functional difficulties in classroom interaction, the study quantitatively examined differences in the nonverbal repertoires of students and teachers in an American Indian school system and a…

Two intermediate elementary schools in the Bay Shore District of Bay Shore, New York, were studied to assess the impact upon student achievement of a program in cooperative learning applied to mathematics, reading, and writing. The schools include the Gardiner Manor and South Country Schools; in the 1986-87 school year, 510 students attended the…