In the present study, the effects of publicly posting names were compared with coded numbers in a classroom. Four third-grade classes of 63 boys and 54 girls whose mean age was 8.5 yr. participated. The weekly spelling test results monitored over 4 mo. show similar improvements under both public posting procedures. A similar pattern of results was found for students identified as having difficulty in spelling. The results are discussed in terms of ethical considerations when using public posting.
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