This article reports data on the retention of problem-solving performance after one month, four months, and six months, in three separate studies conducted in school settings involving a variety of grades and subjects. (Author/LMO)

The author examines and rebuts arguments advanced by Michael Matthews, a Marxist critic of intelligence testing and IQ research. Arthur Jensen's views on the nature, heritability, and social importance of IQ are defended. (BS)

In the 1970s, the Mt. Currie school in British Columbia was transformed into a locally controlled Native Canadian Indian institution. Using interview data, this articles reviews changing role relationships of the school board and staff. Recommendations applicable to other community education ventures across North America are made. (Author/BS)

Starting from the teacher's perspective might be a more promising way to do research and make school improvement policies. Rather than reform through management, the author argues for reform through greater teacher awareness of dilemmas-in-practice and how they resolve them. Consequences of these resolutions become the reform agenda. (Author/BS)

This study investigates the relationship between performance in professional course work and performance in the practicum in a professional year program for prospective elementary teachers. Results indicate little relationship between theoretical course work and student teaching performance. Implications for teacher education depend upon…

Questionnaires were sent to school board trustees throughout Canada to gather information concerning the superintendent-trustee relationship. This study focused on the three areas of finance, personnel, and communications. Results indicated that the senior administrative officers of the board wield power over these three categories, and hence…

The importance of a sound philosophical basis for empirical research in education is promoted. The need for a satisfactorily articulated nucleus of key concepts in education is emphasized, and criteria for satisfactory conceptualization are suggested. (TJH)

A remarriage of psychology and philosophy is needed to increase the relevancy of empirical research in education. Joint research programs framed under certain mental concepts of ordinary language are advocated. A teleological model is discussed. Future educational research should incorporate achievement, polymorphy, and reception concepts. (TJH)

The contribution of philosophy to education in terms of clarifying concepts and values involved in education is discussed. Philosophers must attempt to enter the decision-making processes of education wherever appropriate. Focus is on philosophy in principle and practice. (TJH)

Conceptual and empirical research needs in the areas of the generalizability of critical thinking (inductive inference) and the evaluation of critical thinking ability are discussed. A combined effort of philosophers, psychologists, and subject matter specialists is suggested. (TJH)

An extensive review of teacher effectiveness research is provided. Over 150 primary and secondary sources are represented, and 20 instructional research factors are identified. The results are combined into a coherent construct that helps define teaching and learning from a research perspective. Eight pages of references are provided. (TJH)

Bibliographies of 180 recent studies of Canadian themes or by Canadian authors on human rights in Canadian education are alphabetically listed. The studies are also indexed by the following topics: children's rights; education; ethnicity; financial; language; migration; multiculturalism; racism; sexism; special education; and theory. (SLD)

Beliefs/assumptions about policy implementation (PI) held by school board members, district administrators, principals, and teachers in a district (Lyttefield) in western Canada were examined via interviews. The three different/conflicting conceptualizations of community relations and elementary school self-assessment PI (held by the school board,…

This paper was developed from qualitative data that was collected as part of a larger study of high school students in Canada. Using a sociological orientation, students' perceptions of the causes and consequences of embarrassment are identified. (RB)

Research examines the difference in academic achievement between Yiddish-speaking and French-speaking students. Results indicate that teachers base expectations on intellectual ability and previous performance rather than on ethnicity. (RB)