A theoretical model of the relationship between class size and achievement is proposed, based on the assumption that a teacher adjusts the style and pace of a lesson to the least able student. The model accounts for features of the Glass and Smith meta-analysis of research. (Author/MT)

Discusses the practice of listening to children read aloud as a method of improving reading skills. Demonstrates that the phenomenon is not a simple, fixed treatment to be assessed on limited dependent variables. Concludes that in current evaluations there is insufficient analysis of the practice to do justice to possible effects and to help…

Summarizes a survey of teachers' perceptions of the school promotional system. Presents findings on male/female status differentials, under-representation of women in higher-scale posts, and the possibility that gender-related discrimination operates against the career interests of women. Concludes that women overwhelmingly perceive themselves as…

Examines attitudes of Scottish youth toward the Youth Training Scheme (YTS), a program of reduced-wage training and employment. Attitudinal differences toward the program attributed to social class, gender, and area unemployment rate are discussed. Findings reveal mixed attitudes toward the program. (Author/GEA)

Describes a study of teaching styles in 40 secondary social studies classrooms. Identifies three approaches to social studies teaching; the "social scientist" (pupil oriented), the "knowledge transmitter" (teacher oriented), and the "social inquirer" (pupil oriented toward personal development). Concludes that inexperienced teachers favor the…

Describes the sex-related differences in young children's play patterns. Finds that young children interact most closely with their own sex and that boys use more inventiveness and assertiveness in play to gain the more desirable toys. Concludes that play patterns may reinforce sex role stereotypes and contribute to later female underachievement.…

Examines Peter Woods' argument for "phase two" ethnographic research which involves"leaps of (theoretical) imagination" and "hypothesis formation and testing." Concludes that current theories are not improved upon and that instead of further research, major reassessment and reconstruction of ethnographic practice must take place to facilitate the…

Replying to a critique of his "phase two" ethnographic research, Woods states that testing studies in the manner that Hammersley advocates would be inappropriate and counter-productive. More "phase two" work with reflection on existing material rather than investigation of new areas is recommended. Cautions against systematic testing until the…

Replying to Woods' analysis of his original critique, Hammersley lists four points of disagreement: (1) what counts as theory development; (2) phases of theory development; (3) the nature of theory testing; and (4) whether theory development and testing is an achievable goal. (GEA)

Compares science choices, attitudes, and achievement of Asian and Black children with those of White children in Great Britain. Concludes that although Black and Asian students scored lower than White students on entry to secondary school, by the fifth year Asian males outperformed White males, and Black students achieved as well as White children…

Reports on gender differences in achievement, attitudes, preferences, learning experiences and study habits of four groups of Israeli 12th grade students, three of which specialized in the sciences and one group which studied no science. Concludes that girls are generally less interested in studying science and have less positive attitudes toward…

Examines gender and rural-urban differences in achievement and macro- and micro-skills in mathematics. A representative sample of classrooms consisting of 1587 students from a mid-western Canadian province was administered a standardized achievement test battery. Concludes females scored better than males in all areas except mathematics and…

Compares the A-level (advanced) science grades of pupils who took Schools Council Integrated Science Project (SCISP) examination at O-level (ordinary level) with pupils who took three separate science courses at O-level. Concludes that only in A-level chemistry is there any significant differences with the non-SCISP pupils doing slightly better.…

In order to gain a perspective on how civil servants may influence the present movement toward a national curriculum, Proctor examines how civil servants influenced the shaping of the curriculum during the early 1900s by examining the fate of one school subject--geography. Depicts the ways decisions were made and the attitudes and prejudices of…

Explores teachers' perceptions of pupils' behavior problems at a comprehensive school in England. Identifies three main factors in problem behavior: aggressive and antagonistic personality traits, problems relating to difficulties in application to school work, and problems relating to difficulties with authority. Discusses the implications that…