The skills required in playing the oboe are described. (CK)

Examined is the discrepancy between the initial press release of the IEA International Study of Mathematics Achievement and the full report. (CT)

Described is the 4-year program at Madison College (Harrisonburg, Virginia) to prepare teachers of elementary school educable mentally retarded. Field experiences, integrated with class work, begin at the freshman level. (KW)

Discussed is an International Study of Achievement in Mathematics in ten countries The aims were to describe those factors associated with school achievement in mathematics and how these differ in each country. The subjects of the study were in two age groups, 13 and 18-20. (CT)

The author criticizes the IEA International Study of Mathematics Achievement for failing to report its findings clearly to the layman and failing to provide a professional interpretation of those findings. (CT)

Data of the IEA Study of Achievement in Mathematics is discussed for best-scoring subgroups of pupils, opportunity-to-learn ratings, and school and school-learning attitude scales. Recommendations for improving the United States mathematics programs are given. (CT)

Discussed is the relevance of the IEA International Study of Mathematics Achievement for mathematics educators of teachers. Examined are findings of the study regarding inquiry-centered instruction, achievement and attitudes, and teacher variables. (CT)

Examined and strongly questioned are the philosophical bases of the IEA International Study of Mathematics Achievement. (CT)

This article is a reply to many of the criticisms made of the IEA International Study of Mathematics Achievement in the same issue of the Journal for Research in Mathematics Education. (CT)