Classification of concept maps made in British science classes resulted in three patterns that indicate students' progressive levels of understanding. The classification method analyzes hierarchy, processes, complexity, conceptual development, and representation. It suggests teaching approaches based on students' existing concept structures. (SK)

Interviews with 58 primary and secondary students with chronic illnesses, 58 parents, and 34 teachers showed that teachers and students have different perceptions of students' varied support needs, which include dealing with absence, participating in activities, forming peer relationships, and discussing health-related issues. Teachers need help…

An English grammar course for preservice teachers in Britain, focusing on speech, morphology, and syntax was analyzed using pre/posttest data. All students improved knowledge and expressed satisfaction, but one-third failed to reach the required standard. (SK)

Factor analysis of an initial sample of 368 11-16 year-olds and a test with 1,668 confirmed the reliability and validity of a dance attitude instrument. Two subscales, ballet and male dancers, produced valid measurements of attitudes, but dance performance and presentation scales were less reliable. (SK)

A literature review suggested that some teaching methods may inhibit development of critical thinking, including teaching that rewards quiet nonthinkers, belief that there is only one way to teach it, and emphasis on the "right answer." Because critical thinking and problem solving are not isolated activities, situated approaches and problem-based…

A study of stories written by 10-12 year-olds attempted to interpret the authors' meaning and intention by using three modes: primary reading, speculative questioning, and reflective reading. The modes led to multiple layers of meaning, revealing subtlety and complexity and overturning the reader's position. (SK)

Interviews with 31 science teachers and 39 class observations focused on aspects of the departmental environment: management style, emphasis on science disciplines instead of science, and student characteristics. Departmental characteristics were perceived by teachers as significant influences on their working environment and the experience of…

Beginning teachers' experience of induction under new British government regulations shows that, although policy emphasizes performance management, teachers and their mentors stress staff management, belonging, and new teachers' contributions to the development of their schools. (SK)

Ratings of 183 science and math preservice teachers in Hong Kong revealed significant gaps between what they know and what they need to know, especially in terms of concept and pedagogical knowledge and knowledge of teaching theories. They displayed high expectations of expert teachers. (SK)

Examines literature on conceptual change learning, transfer and durability of science concepts, and metacognition. Proposes metacognition instruction in elementary school science to help address problems of students' inability to use science in different contexts and to retain initial concept learning. (Contains 56 references.) (SK)

A survey of 4,700 students aged 11-16 in 25 British schools found that, in any year, 75% are bullied; 7% either perpetuate or suffer severe and repeated bullying. Four behavior patterns were found: bullies, bully-victims, victims, and nonparticipants. Teacher intervention and antibullying policies are ineffective without staff training and…

An in-depth case study explains a student's habitual nonparticipation in terms of her limited, unchanging self-image and her failure to perceive herself and be perceived as a member of a learning community. Marked differences in the way her identity and potential are viewed by parents and teachers contribute to her difficulties. (SK)

Stability of verbal reasoning test scores was measured for 146 students aged 8-13. Results suggest that reasoning test scores are not constant and vary considerably over time. Scores are not finite measures of intellectual capacity but of current verbal functioning, reflecting education and experiences to that point. (SK)

Data from 77 ninth-grade Spanish students who took an objective test, a performance assessment, and a measure of perceptions of control indicate that control perceptions predict scores on performance assessments, not objective tests. Performance assessments thus reflect motivational variables beyond the constructs being tested. (SK)

The hypothetical deduction model of educational research should be replaced by one that distinguishes between the logical structure of hypothetico-deduction and its methodological application. Such a framework explores relationships between three levels of explanation: observation sentences, observation categoricals, and theory formulations. (SK)