Empirical literature on the match between teacher-based assessments of student achievement levels and objective levels of student learning is examined. Data on the relationship between the teacher's a priori judgment and student's actual achievement reflect the validity or accuracy of teacher-judgment measures. (SLD)

Research from social psychology on the effects of group discussion and of exposure to the opinions of other group members on the decisions groups make is reviewed. The pertinence of this research to standard-setting practices is considered, and the implications for the design of standard-setting procedures are explored. (SLD)

Literature since 1975 concerning the interaction of domain-specific and strategic knowledge on academic performance was reviewed. Focus was on critically analyzing the literature; presenting hypotheses about the interaction; and offering recommendations for future research leading, perhaps, to an information-processing model that captures the…

Meta analysis techniques were used to synthesize research on teaching students how to control variables when designing an experiment. The review included 65 controlled studies. Findings are reported in terms of the influence on effect sizes of characteristics of the study, instruments used, treatments applied, and results' utilities. (SLD)

Results are summarized from 14 fields of research that elucidate the relationships between classroom evaluation and student outcomes. Conclusions from the individual fields are merged to produce an integrated summary with clear implications for effective education. Classroom evaluation has powerful direct and indirect and positive and negative…

Two views of clinical problem solving (CPS) are compared. When research on teachers' cognitions was initiated in 1974, the concept of CPS was invoked primarily in terms of diagnosing and treating dysfunction. Presently, educators have reached a different, hierarchical view. This shift brings teaching closer to art and farther from science. (SLD)

Contends British educational researchers must begin investigating what is taught in the classroom and how teachers might best manage content within the constraints of the National Curriculum. Reviews U.S. research concerning the importance of subject matter in educating students. Illustrates research possibilities for problems in primary…

Recognizing tendencies toward contract research and possible consequences, advocates creating a conduct code to regulate educational research and protect its integrity. Reports survey responses from 48 British institutions, showing no systematic code. States confidence in supervisory discretion currently guides research. Proposes a specific code…

Critiques action research from a feminist theoretical perspective, identifying a duality between mainstream and antisexist action research. Argues mainstream researchers' rational distancing fosters self-deception among researchers about what action research can achieve and how it operates. Posits emotional engagement characteristic to antisexist…

Interviews 40 British parents and their children's nursery school teachers, concerning parental involvement in children's preschool reading and writing. Reveals parents frequently assist and direct their children in language arts activities but do not feel confident and teachers expressed doubts about parental interest. Shows need for greater…

Advocates revamping the British educational system from technical-rational content model to student-centered process programs designed to promote critical thinking, individual initiative, and communication skills. Discusses obstacles to this educational reform, emphasizing research orientation. Urges the British Educational Research Association to…

Argues the usefulness of algebraic and topological mathematical models and general principle formulation for educational research. Applies an algebraic model to relate learning to the pace of instruction. Formulates two broad principles: the Quantitative and Qualitative Teaching Principles (more teaching produces more learning; and learning is…

Investigated the effects of nonverbal communication during oral examinations by testing two groups of British secondary students, one group in a face-to-face situation. Finds nonverbal effects increased the mean scores by two points but could not conclude that the increase was a result of student appearance and gestures. (CH)

The Holmes Group's second major report, "Tomorrow's Schools" (1990), offers a radically different perspective on teachers and their roles than does the group's first report, "Tomorrow's Teachers" (1986). Compared to 1986, teachers in 1990 are viewed with greater respect and are regarded as potential colleagues in educational research. (SLD)

Dominant features of the rhetoric used in the "American Educational Research Journal" (AERJ) are discussed to illustrate how arguments are constructed and how a conception of the world of education is formed. These features include conventions of format; impersonalized and passive sentence constructions; and references to prior research. (SLD)