Robitaille and O'Shea used the Rasch model in developing a set of 40-item mathematics achievement tests. The Rasch model is inappropriate for such a purpose; their article presents the model in a too favorable light and continued application of the model encourages less desirable educational practice and misdirects scarce resources. (BRR)

This paper explores how schooling reproduces the general class structure of the Ontario workforce, particularly the division between mental and manual labor. Data from a 1984 Ontario survey of self-reported job entry requirements and educational attainments and of the congruence between requirements and attainments are analyzed. (Author/LMO)

This paper attempts to clarify the concept of textbook science, discusses the methodology used to identify it, and illustrates some of its aspects. Further research is suggested on the validity of the science represented in textbooks with regard to recent advances in disciplines, including the history and epistemology of science. (Author/LMO)

The Science Council of Canada recently completed a study, "Science for Every Student," which examined science teaching in Canada. This paper analyzes the claims of this study, examines its potential for improving science teaching in the country, and draws attention to the policy issues in the field of curriculum. (Author/LMO)

This paper evaluates empirically the impact of elementary school related factors on the academic achievement of Montreal francophone children. A three-equation model explains simultaneously the level of achievement in mathematics and French and the self-concept of the students in the sample. (Author/LMO)

A mental ability test and an achievement battery were administered to a large sample of grades 4, 7, and 10 students from a midwestern province in Canada. Findings, in general, showed higher achievement in a majority of subtests with no sex and jurisdiction interactions. (Author/LMO)

Twelve teacher qualities were ranked for relative importance by 266 Canadian and American senior-secondary pupils in anonymous responses to a questionnaire for which they volunteered. Subdivisions of the sample were formed for purposes of comparison on the basis of respondents' sex, nationality, program of studies, and social class. (Author/LMO)

Definitions of emotional abuse are discussed. Suggestions are made that can be implemented in the school and the family to protect children from emotional and physical abuse. (LM0)

Examines contemporary "technocratic" and "progressive" approaches to literacy. Discusses "functional literacy" in relation to the classical model of "high literacy." Suggests research be guided by considerations of contextual factors influencing acquisition and use of literate abilities and organized in relation to contradictions between Canadian…

Examines "primacy of speech perception" hypothesis. Finds covariation between reading and numeration for 94 fourth graders explained by phonetic, syntactic, and semantic cueing strategies as mediated by school-dependent basic language skills. Elasticities analysis demonstrates reading and numeration were not responsive to children's cueing…

Raises problem of affective acceptance by teachers and student teachers of psycholinguistic formulations appearing to run counter to intuitive notions of the reading process. Presents three psycholinguistic formulations operationalized via several modified reading experiences. Demonstrates use by the reader of multiple information sources and…

Examined relationship between field dependence/independence and motivational factors in second language (French) learning for 414 Ontario (Canada) university undergraduates. Implied the relationship between degree of psychological differentiation and the second language acquisition task is multifactorial in nature. Suggested extreme field…

Achievement test scores for 417 fifth graders in both school settings indicated superior language achievement by the 164 immersion centre students. Questionnaire data from 94 teachers and administrators provided reasons for these differences. Implied that programs should focus on maximum use of French and meeting teachers' materials and resources…

Discusses three sorts of psychological science: Science 1, a natural science with conditional (causal) laws; Science 2, with probabilistic laws; and Science 3, a "human science" trying to capture the complexity of human experience and behavior. Argues that Science 2 and Science 3 should be treated as belief systems which people may find useful for…

Argues that the link between clinical supervision and teacher thought processes warrants a modification of the cycle in the form of the "isotopex"--a brief exchange at the conclusion of the observation phase that provides for evaluation in terms of preactive and interactive objectives and strategies. (Author)