Perceived effectiveness of school psychological services: A comparative study

In order to isolate variables present in school psychologists which may enhance effective delivery of school psychological service, supervisors of psychological services, classroom teachers, and building principals within the state of Iowa were asked to evaluate the performance of their school psychologist in 10 functional areas. Both supervisors and classroom teachers perceived those school psychologists with 4–9 years experience as the most effective. Teaching experience, as a requirement for school psychology certification, did not receive support. The level of training for the psychologist (degree) yielded conflicting results among the raters.     

Helping as a function of feeling state and nature of the helping behavior

The proposition that positive feelings increase helping because they increase the perception of personal power implies that if the person prefers not to help, positive feelings would decrease helping. This was tested in an experiment that varied feelings and pleasantness of the helping task. False meter feedback was used to manipulate feelings, and an indirect check on the manipulation showed that it was effective in varying feelings. As expected from the notion that positive feelings allow the person to feel free to refuse to help, there was an interaction between feelings and pleasantness of the helping task; positive feelings produced less helping than neutral or negative feelings when the helping task was unpleasant.This research was supported by a grant from the National Science Foundation.     

Kindergarten predictors of three aspects of reading achievement

Kindergarten measures of intelligence, auditory perception, visual perception, and associative learning were used to predict three aspects of reading achievement (word attack, word recognition, and comprehension) at the end of Grades 1,2, and 3 for 79 subjects. The predictability of each measure was a function not only of grade, but also of the aspect of reading achievement being predicted. Multiple correlations of the predictors tended to increase across grade levels and were highest for the comprehension aspect of reading. The Number Facility subtest of the PMA was the over-all best predictor or reading achievement. Possible reasons for this and other findings are discussed.     

Influence of Sex and Social Class on Occupational Preference and Perception

Middle-class boys and lower-class girls expressed a significantly greater preference for white collar and professional occupations than lower-class boys or middle-class girls. Differences in occupational perception were found between middle- and lower-class boys. Occupations perceived by middle-and lower-class girls did not differ significantly in status.     

Skills,spills and the nature of mindful action

Phenomenology and the Cognitive Sciences -     

Modeling the Role of Child Ethnicity and Gender in Children's Differential Response to Teacher Expectations1

This study examined the relationship between fall teacher expectations and year‐end achievement among 561 children in 1st, 3rd, and 5th grades. Specifically, we hypothesized that children from academically stigmatized groups (African Americans generally and girls in mathematics) are more likely to be responsive to negative teacher expectancies than are children from nonstigmatized groups. Controlling for prior achievement and class membership, moderator effects were tested with hierarchical linear models in the whole sample and with loglinear models in a subsample of children who were targets of extreme teacher over‐ and underestimates of ability. Among targets of extreme teacher over‐ and underestimates, in 3rd and 5th grade, ethnicity moderated expectancy effects in reading; and in 5th grade, gender moderated expectancy effects in math but not reading. Members of stigmatized groups were more susceptible to teacher underestimates of ability. Implications are discussed in terms of differential response to teacher expectations and in terms of how susceptibility to teacher expectations is conceptualized and inferred.