Three patterns of induction for probationary teachers are described and some of their effects compared. Two experimental groups had some release-time from teaching duties, with only one group subject to supervision during the release-time; a control group had no release time. Generally, giving practitioners 20 per cent release time is supported.…

The paper discusses some of the research studies that have been made on teacher-questioning behavior in the classroom. It is concluded that more specific research is needed into the use of questions in relation to age and ability of students and subject matter being taught. (MF)

A series of referential description tasks performed by normal and educationally subnormal children of equivalent mental age is reported, with the subnormal subjects consistently performing much worse than much younger children of normal intelligence. Aspects of performance and suggestions for improving communication skills are discussed. (MF)

School climate, defined here as the type of mobility system reflected in the school's selection procedures, was shown to interact with ethnic group membership and locus of control in affecting student achievement in Israeli schools. Data for the paper are from a study of the Israeli junior high school. (MF)

Two studies compared results for students from "modern" and "traditional" mathematical backgrounds on industrial selection tests employed by many industries for recruitment purposes. There were no significant differences in overall performance, nor did inclination toward or away from a technical career in industry seem to affect results. (MF)

An experiment to test empirically a "forms of knowledge" approach to teaching indicates that this method is feasible. Attention is focused only on the practical issue and not the theoretical question of whether this approach is preferable to an orthodox or "free inquiry" approach. (MF)

The authors respond to criticism of their review of "Teaching Styles and Pupil Progress." They make further objections to the book's research design, compare various "teaching styles" studies, and suggest that the studies' findings are due to different amounts of time devoted to subjects by teachers with different objectives. (MF)

This paper presents data from the National Child Development Study of approximately 16,000 children in England, Scotland, and Wales which examined the extent to which the same children performed relatively well or poorly in math and reading at each stage of their school career. (MF)

The author examines implications for education in Great Britain's Sex Discrimination Act, assesses current educational practices, and reviews research on sex stereotyping in schools, with a look at all levels of education and at textbooks. The conclusion is that sex discrimination is pervasive, and requires positive action. (MF)

The article discusses the prevalence of the nondirective approach in the school counseling movement and analyzes its psychological rationale and practical implications, centering on the psychological concepts of Carl R. Rogers. (MF)

The author records her experiment with her daughter from birth to the age of four and a half to determine whether a child in a monolingual environment could grow up speaking two languages. The record traces the child's development in both English and French. (MF)

Reviews research in Britain and the United States on intervention with deprived preschool children and describes programs introduced in monitoring the problems of working with the staffs of six London (England) day nurseries. Particular difficulties in the project approach and implications for action research as a method are discussed. (MF)

How much should we rely on memorization, rigour and hard practice in operating the educative process? What kind of subject-matter, in what kind of sequence, does the modern child need to be confronted with in order to stand the best chance of developing his or her powers of understanding to the fullest? (Author/RK)

It is maintained that the distinction between "phonics" and "look and say" methods of teaching is irrelevant for learning to read, and it is suggested that there is a specific sequence of steps which are essential if children are to learn to read an alphabetic script. (Author/RK)

Many aspects of multiracial education were investigated. This second part of a two-part article reports on those items which concerned teachers' appraisals of various aspects of ethnic minority and indigenous pupils, and the overall effects of the multiracial composition of the school on the teacher. (Author/RK)