When asked how much freedom they had in determining course content, elementary and secondary teachers in England responded that they didn't have total freedom, nor were they totally restrained. They felt that this was how things should be. The most important factor influencing curricula is aid provided by external professional groups. (Author/RM)

Defines psychological morale as a psychological state rather than a personality variable. Reviews literature on related personality states and character traits and reports on the development of an Likert-format inventory designed to measure an individual's psychological morale. Includes sample items and information on ordering the scale. (JDH)

Reports the results of quasi-experimental study of 155 Nigerian and 151 British boys' and girls' understanding of handicaps. Presents information regarding the content of the questionnaire, which posed both direct and indirect questions regarding causality, effects, rehabilitation and interaction of handicapped persons. (JDH)

Presents the results of a study of English and Nigerian adolescents' conceptions of the causes, effects, rehabilitation, and interaction of handicaps. Cognitive maturity (related to age) proved to be the greatest factor influencing accuracy of perception. Samples of questions and anecdotes are included. (JDH)

Examines how variables of age, sex, nationality, and attitude toward the disabled affected the understanding level of 306 British and Nigerian adolescents concerning disability effects. Indicates age is the most important factor for comprehensive understanding, with girls achieving a more mature understanding level; neither nationality or attitude…

Primary school teachers tended greatly to overestimate the scores that their students would achieve in mathematics and English achievement tests and to greatly underestimate the scores they would achieve in the reading achievement test. Factors that influenced teachers' judgments include academic competence, student relationship with the teacher,…

Between the second and fifth years of their secondary schooling, British students' attitudes toward school science became more negative. This applied to both boys and girls, but it was more marked in the case of the girls. Early maturing girls showed significantly more negative attitudes to school science. (Author/RM)

Reports study examining the way in which age, sex, nationality, and attitude to the disabled affected the level of understanding achieved by a group of British and Nigerian adolescents about the rehabilitation of disabled individuals. Finds that age is the most important factor, sex somewhat important, and attitude not important. (Author/AEM)