Data from a sample of 4,000 British 6- and 7-year olds in math, science, and English showed significant differences. Important factors were age at start of school (those starting close to age four did less well) and length of schooling (positive relationship to achievement for older children). (SK)

Responses from 1,139 secondary students in London and Glasgow revealed significant differences in perception and experience of bullying. Boys experienced more as perpetrator and victim. Considerably more ethnic minorities believed minority students were more likely to experience it. (SK)

Data from 4,299 British 12- to 15-year olds suggested that alcohol education was most effective in personal/social/health education (PSHE), not in science curriculum. Teenage drinking was lower in schools offering PSHE, even when alcohol-specific education was not delivered. (SK)

Responses from 40% of 400 university teachers indicated that most felt a good fit between motivational style (altruistic-nurturing, assertive-directive, analytic-autonomizing) and job rewards. Females had higher misfit scores. Two-thirds of teachers perceived occupational stress at least half the time. Heavy workload was the most significant…

To test the Job Characteristics Model of Motivation, 247 Quebec teachers completed the Job Diagnostic Survey. Results demonstrated the utility of the model and the instrument for the teaching profession. Psychological states influenced the relationship between job characteristics and motivation/satisfaction outcomes. (SK)

Review of over 40 studies of parents hearing their children read showed that parent listening programs modeled on Britain's Haringey project failed to have significant effects on children's reading achievement. Studies in which parents of poor readers were trained in behavioral, pause-prompt-praise, or paired reading approaches showed significant…

Longitudinal study of Chicago's Child Parent Centers showed that four to six years' participation made a significant difference in black girls' achievement, but little difference for black boys; seven to nine years' training produced some changes for boys; and one- to two-year exposure showed no significant improvements. (SK)

Comparison of performance in 3 practical problem-solving tasks by eighth graders in Singapore (170 boys, 107 girls matched for aptitude, attitude, and prior knowledge) indicated that girls distinctly preferred content familiarity and outperformed boys in several processes/skills when familiar with content. (SK)

Survey of 43 British secondary teachers showed that the National Curriculum positively influenced teaching methods, encouraging greater variety in delivery and more active learning. Concern was expressed that these practices may be hindered if national assessment tests are narrow in nature and content. (SK)

Beginning physical education teachers surveyed in Britain (n=104) were most anxious because of evaluation of their performance and least anxious about completing lesson plans or cooperating with school staff. (SK)

Responses from 48 of 75 British elementary schools indicated that 71% had a bereaved child enrolled; none had formal procedures for dealing with bereavement; 78% reported children suffering physical or psychological effects; and staff training was provided in only five schools. (SK)

Questionnaires returned from 290 headteachers, school governors, and teacher union representatives in 100 British autonomous schools found desire for independence an important motivation for choosing local autonomy and high satisfaction with this status. Teacher union representatives and teacher governors were less satisfied than others. (SK)

Five factors motivated parents' choice of new integrated schools in Northern Ireland (Catholics and Protestants together): (1) ideology; (2) educational quality; (3) dissatisfaction with present school; (4) convenience; and (5) mixed marriages. Goals and aspirations among parents were sometimes incompatible, which could affect school development.…

Procedures used to ensure compatibility of British teachers' judgments in school-based assessments were examined, revealing conflicts between examining groups and teachers that might have been diminished had procedures been more open to public scrutiny. (SK)

Western Australia eleventh graders (142 boys, 139 girls) were compared on such variables as computers at home, computer classes, experience with computers, and socioeconomic status. Girls had higher anxiety levels, boys higher computer interest. Possible causes included social beliefs about computer use, teacher sex bias, and software (games) more…