This experiment studied attitudinal responses of attachment, rejection, concern, and indifference among 53 elementary teachers as evoked by 16 descriptions of elementary school students differing in four personality characteristics, two levels of academic ability, and sex. A multiple linear regression approach to analysis of variance was used; main and interaction effects of student attributes on teacher attitudes were examined. Main effects for student personality characteristics were found on all four teacher attitudes, academic ability on three attitudes, and sex on one attitude. Interaction effects were found on all four teacher attitudes. Results indicate students' personality characteristics most strongly influence teachers' attitudes of attachment and rejection, academic ability most strongly influences teachers' attitude of concern, while academic ability and personality characteristics influence teachers' attitude of indifference.Recent research (e.g., Brophy & Good, 1974;Silberman, 1969; Good & Brophy, Note 1) provides evidence for differential teacher behavior toward students identified as the objects of four teacher attitudes (attachment, rejection, concern, and indifference). Given the possible effects of differential teacher behavior toward students on student development, it becomes important to identify what student traits tend to elicit these four teacher attitudes.Previous studies on this topic (Jenkins, 1971;Silberman, 1971; Good & Brophy, Note 1) have utilized classroom observation of students identified as objects of teachers' attitudes of attachment, rejection, concern, or indifference. Their classroom observations typically were made toward the middle of the school year to identify various student characteristics which are associated with these attitudes.Good and Brophy (Note 1) found that students toward whom teachers felt attachment were relatively high in academic achievement, actively sought teacher attention in relation to subject matter assignments, and refrained from answering out loud without permission. Silberman Requests for reprints should be sent to

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This study investigated the relative effects of praise vs teachers' self-monitoring of praise on both teachers' and students' behavior. Although further applied research is needed, the results suggest that teachers' self-monitoring may enhance the effectiveness of teachers' contingent praise on the display of appropriate behavior by students. This enhancement may be dependent upon an optimal level and consistent rate of teachers' praise.

Responses of school psychologists (N = 141) and special educators (N = 130) to ethical dilemmas involving conflicts between administrative directives and ethical obligations were examined. Respondents completed a survey asking them to predict their own and others' responses to four ethical dilemmas. The majority of respondents predicted that they, immediate colleagues, and professional peers would make the choices judged as ethical in all situations. Predictions of ethical response were highest for self prediction and varied across the four dilemmas. Respondents who viewed their immediate colleagues as supportive of autonomous decision making were more likely to predict ethical choices than those who viewed their colleagues as supporting deference to administrative authority. No differences in predictions related to gender, degree level, job security, preservice training in or

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