Analyzes the characteristics of the British student population in mathematics at both the interface between the General Certificate of Secondary Education (GCSE) and A level and between A level and high education. Focuses on the changes in GCSE and A level mathematics, entry standards in higher education, and gender balance issues. (CMK)

Reports the findings from a large-scale international investigation of the attitudes, perceptions, and orientation towards the academic activity of children. Indicates that English and U.S. children share a high degree of satisfaction with their academic performance, emphasize effort rather than ability, and paradoxically appear to have less…

Evaluates a teaching program called TRAC (Talk, Reasoning, and Computers) that is used for scaffolding children's effective use of language as a tool for reasoning and collaborative activity. Finds that using the TRAC program can increase the amount of exploratory talk used by children working together in the classroom. (CMK)

Reports on research, undertaken at the Manchester Metropolitan University (England), on primary student teachers' understanding of mathematics and its teaching. Investigates how non-specialist teachers conceptualize mathematics and its teaching and the development of their views throughout an initial training course. (CMK)

Investigates the frequency of homework in mathematics, science, and reading as reported by a large sample of primary school children. Reports on (1) amount of homework and its relationship to ability, home background, sex, and school and (2) school effect. Considers influences on the relationship between homework and achievement. (CMK)

Examines effects of aggregated indicators of concentrated disadvantage on access of the 17-18 cohort to high school matriculation, comparing Arab and Jewish localities in Israel. Suggests that Arab localities secure a significantly lower access to educational credentials. (CMK)

Explores English headteachers' and language unit teachers' attitudes to bilingual parental involvement in school or units, ideas for encouraging parental involvement, knowledge and attitudes of provisions available for bilingual children in the local education authorities (LEA), and the adequacy of the provisions. (CMK)

Offers a coherent framework for applying psychology in the schools. Explains that the model's practice and research base emphasizes the importance of both formal (public) and informal (hidden) processes and demonstrates the relationships among these aspects of staff, pupil, and family subsystems. (CMK)

Reports on a study of four secondary schools seeking to develop an inclusive approach. Identifies some common themes across the four institutions, such as the nature of resistance and the resilience of special education. Considers the theoretical explanations, and their implications, on the notion of inclusion. (CMK)

Examines the educational progress made by students between Baseline assessment at age 4 and national end of Key Stage 1 tests at age 7. Focuses on the effects background factors have on students' progress, the interactions between ethnic group, sex, and economic disadvantage on progress, and evidence of school effectiveness. Discusses the…

Describes (1) a statistical study of secondary teachers' conceptions of and beliefs about mathematics and its teaching and (2) the relationships between them. Reports that five factors were identified representing a conception of mathematics as an area of human activity, while five conceptions of mathematics teaching were also identified.…

Examines student teachers' beliefs about creativity, creative outcomes, and factors related to creativity. Concludes that creative outcomes were thought to be novel and not necessarily appropriate outcomes, creativity is more likely to be manifested through artistic and literary endeavors, and prior knowledge is not one of the main contributing…

Investigates teachers' beliefs and attitudes on infant school classes in northern England. Reports on class size preferences and preferential treatment for some groups of children and teachers. Indicates that class size cannot be treated as unidimensional in its impact on the quality of teaching and learning. (CMK)

Presents a contextual analysis of policies seeking to exclude illegal immigrant youth from public education and the related legal standards, focusing on social justice and the equality issues that are raised by the exclusion of any group of children from educational opportunity. Advances the thesis that every individual's interest in meaningful…

Presents evidence, from three national studies, that departmental ratings for research doctorate programs in the United States reflect a contextual property representative of the university and not various performance-based departmental attributes. Academic departments within universities are found to be quite similar with respect to external…