Abstract
* This paper is drawn from a more comprehensive report: Differential Strategies for Classroom Success: A theoretical model (Technical Report No. 100, Centre for Research in Social Behaviour, University of Missouri). This larger report is available upon request from Professor Thomas L. Good, Centre for Research in Social Behaviour, in East Stewart Road, University of Missouri, Columbia, Mo. The research was supported, in part, by the National Institute of Education Grant NEG‐00‐3‐0123. The opinions expressed herein do not necessarily reflect the position or policy of the National Institute of Education and no official endorsement from that office should be inferred. General support was also provided by the Centre for Research in Social Behaviour. The authors gratefully acknowledge the typing support of Peggy Bodine and Sherry Kilgore.
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