This two-part study examined the factor structure of the Teacher Efficacy Scale and correlations of this scale with the teaching behaviors of 435 student-teacher interns. The two resulting factors accounted for about 18% of the variance, and only three significant but small correlations were observed between the Personal Teacher Efficacy factor and lesson presenting, questioning, and classroom management behaviors.

The present study was an attempt to examine the learning environment and the intellectual variables of grades 8 and 11 classes from rural and urban settings representing mathematics, science, social studies, and English courses. Ninety-six classrooms provided the data. Significant multivariate main effects were obtained on locale (rural and urban) and grade (8 and 11). Significant univariate main effects and interactions are discussed in relation to the previous research and theory. Specific educational implications of the results of the present study are pointed out. 265 at Kungl Tekniska Hogskolan / Royal Institute of Technology on July 4, 2015 http://aerj.aera.net Downloaded from and Michayluk Anderson, G. J. Effects of teacher sex and course content on the social climate of learning. AERA Abstracts, 1970, 40. (a) Anderson, G. J. Effects of classroom social climate on individual learning.

More than a decade has elapsed since Papert and his MIT colleagues combined cybernetic and Piagetian concepts into a user‐friendly computer program called LOGO; and five years have elapsed since Papert, in his book Mindstorms, extolled the virtues of LOGO, arguing that children who experienced LOGO learned much more than a computer language—they learned powerful ideas, skills, and heuristics as well. This paper examines the current state of LOGO and LOGO research and attempts to come to some conclusions about the efficacy of LOGO as a research and teaching tool.

Thirty kindergarten children with teacher-identified learning difficulties were matched for age, sex, and socioeconomic status with 30 children who were not experiencing any problems learning. All subjects were administered the Wechsler Preschool and Primary Scale of Intelligence (WPPSI). The scaled scores on the WPPSI were then recategorized according to Bannatyne's suggested regroupings to determine whether it was possible to identify potential learning difficulties on the basis of the pattern of these recategorized scores. A two-way analysis of covariance, a one-way analysis of variance, and a discriminant analysis indicated some interaction and simple main effects. In general, the matched control group exhibited superiority on all Bannatyne categories. However, the predicted Bannatyne pattern for the group with learning difficulties was not confirmed.

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