A literature review identified issues about math tests for 11-year olds in the British National Curriculum: layout of test questions, vocabulary and language used, illustrations, and readability of text. More data are needed about how students read and process the information in test questions. (SK)

A study of 6,282 primary and secondary students in Malta found that one in three were involved in bullying either as victim or perpetrator. Most bullying takes place on the playground and in the classroom. There were gender differences in the occurrence and types of bullying. (SK)

Explains genetic algorithms, a means of generating logical rules that predict one variable by relating it to others. Describes how they can be applied to analysis of survey data. (SK)

Responses from 83 British teacher-education programs indicated that 91.4% covered child-protection issues; in 85% the topic was mandatory. Coverage varied in length, timing, content, and instructional methods. The amount of time spent on this type of training may be decreasing due to pressures of the National Curriculum. (SK)

Responses from 898 British secondary students studying French showed that gender was the strongest predictor of attitudes toward learning French and French culture. In-school factors (teachers and textbooks) were a stronger influence on attitudes than external factors were. (SK)

A study of 719 men and 464 women (of whom 416 were studying advanced-level economics) found no gender differences in attitudes toward economics once they are studying it. Among those who chose not to study it, women identify lack of knowledge as the principal reason. (SK)

A survey of 133 British college students serving as tutors in local schools found that for most the primary motive was to improve job prospects. A small cohort was primarily motivated by community service. (SK)

Nine teachers of 4-year olds described their theories of play and the influence of the British National Curriculum on practice. Although the curriculum requires shaping content into subject areas and focusing on assessment, teachers maintained their commitment to play and tried to integrate the curriculum's desired outcomes with unintended…

A study of 169 Scottish and 163 Australian vocational teachers showed that those with practical interests deemed incongruent with the teaching environment and those with social interests deemed congruent did not differ significantly in terms of job stress and strain. Some gender differences in stress and strain were found. (SK)

A literature review indicated that teachers have different beliefs about male and female students, tend to stereotype math as male, overrate males' math capability, and have higher expectations for males. These beliefs were found in both male and female teachers, though there were some nuances. (57 references) (SK)

In a business course, an information-retrieval exercise challenged students to solve a problem without the necessary information. Students felt that this action-learning approach enhanced their interpersonal skills and provided relevant real-world work experience. (SK)

Critiques a study that found greater cultural sensitivity among British compared to U.S. preservice teachers. Identifies questionable research methods and interpretations of the findings. (SK)

Conversations with 60 9-year olds in England and Ireland showed that most were aware of language and concepts associated with becoming better readers and knew strategies for dealing with reading challenges. There was considerable variation in metacognitive awareness; those rated by teachers as average or above average had better reading…

Historically many students with disabilities did not participate in accountability systems. The No Child Left Behind Act of 2001 (NCLB) requires that students in all targeted subgroups, including students with disabilities, have the opportunity to learn challenging material that is linked to content standards and to participate in statewide…

Accountability for students with disabilities who receive special education services is now a result of policy requirements in the Individuals with Disabilities Education Improvement Act (IDEA) of 2004 and the No Child Left Behind Act (NCLB) of 2001. Together these pieces of federal legislation require that students participate in statewide…