Analyzes the impact of radically democratised school boards upon the traditional role conceptions of headteachers in one large urban educational district in England. The study was based on interviews with headteachers, administrators, teachers, parents, students, auxiliary staff, and the general public. (Author/AV)

In a study of the relationship between reading disability and poor social adjustment in intelligent children, significant correlation was found between reading retardation and hostility. Also, misperception by teachers of intelligent children with reading problems was noted. (Author/AV)

Describes development of scales for measuring racial attitudes in adolescents in British multiracial schools. Studies of data on adolescents in 39 schools suggest a link between racism and poor self-esteem, lack of ego strength, alienation from school and society, and scholastic underachievement in Whites, Blacks of West Indian origin, and Asians.…

Examines the relationship between ability-grouping policies in British secondary schools and (1) pupils' reading and mathematics attainment at age 16 and (2) prospective public examinations entries. No significant relationship was found between ability-grouping policy and scores, but there was an indication that mixed-ability schools enter their…

Examines charges that unjustifiable imbalances in the allocation of resources to curriculum areas are widespread in British secondary schools. Suggests that there is little reliable evidence to substantiate these criticisms, and that the present controversy is based upon subjective impressions and unsound data which may be a consequence of special…

Compares opinions of British teachers and students toward educational incentives and deterrents. Little change has occurred in the responses of teachers and students over the 24 years. Differences of opinion are evident between pupils and teachers, especially with regard to corporal punishment as a deterrent and adult approval as an incentive.…

The article is concerned with the phenomenon of numerical marks, awarded for students' work, regressing to the mean when a number of components are amalgamated to achieve an overall mark. It is shown that such an effect is largely inevitable and one possible way of overcoming the problem is presented. (Author)

Examines factors influencing social interaction and academic performance of immigrant children in British urban elementary schools. Methods are suggested for helping immigrant children adapt to British culture and improve academic performance. (Author/DB)

Describes an experiment which compared demonstration and discovery teaching methods in two urban British junior schools. Concludes that the demonstration method resulted in higher test scores, better comprehension, and application of basic knowledge in a unit on magnetism and electricity. (Author/DB)

Describes a study which measured effects of English school childrens' intelligence, creativity, and academic achievement upon socialization within stratified, mixed-ability groupings. Findings indicated that school environments may have differential socialization influences on students that are independent of school stratification structures.…

A study compared pupil perceptions of class position with preference rankings by the teacher. Sample was comprised of one class of eight to 11 year old students in a Catholic school in England. Findings indicated that the teacher's opinion of a child is an important influence on pupil performance and self concept. (Author/DB)

Examines the relationships of social class, family size, and geographic region to academic performance on mathematics and reading tests administered periodically to children in English schools. Findings indicated that (1) ability and performance are related to social class and family size, and (2) longitudinal studies provide a clearer picture of…

Investigates how student ability, anxiety level, question wiseness, and relative difficulty of questions influence students' opinions of and performance on a chemistry examination. Examines strategies employed by students in selecting questions. Concludes that the major problem for test candidates is anxiety. (Author/DB)

Examines how understanding of the concept of an electrical circuit depends upon age, sex, non-verbal ability, reading ability, and spatial ability among 192 eight to 11 year old students in two English elementary schools. Findings indicated performance differences by all factors except sex. (Author/DB)

Reviews differences in responses by 16 year old boys and girls to multiple choice questions in an English language examination. Findings indicate that examiners should base questions equally on life experiences of males and females to avoid giving undue advantage to either sex. (Author/DB)