A review of research literature on the mathematics education of Asian-American students indicates that their achievement in mathematics has been relatively high. However, the effects of the recent wave of immigration from Asia have not been identified. (MNS)

Hispanic students have disproportionally low participation and underachievement in mathematics and underrepresentation in mathematics-related careers. Research attributes this to policies, practices, and attitudes of school personnel that are incongruent with Hispanic students' values, learning styles, and curriculum needs. (MNS)

Acquisition of second-language skills, language and mathematics learning, mathematics achievement and second-language skills, mathematics instruction for the second-language learner, and future directions are each discussed, and research questions are posed. (MNS)

The underparticipation and underachievement of Black students in precollege mathematics courses are documented, and some possible contributing factors are discussed. A major research program is called for that would explore the problem in depth, and other suggestions are included. (MNS)

Findings from the National Assessment of Educational Progress in mathematics for 1973 and 1978 are reviewed. The differences between means of Black and White students are analyzed and discussed. (MNS)

Data from the 1982 National Assessment of Educational Progress in mathematics are analyzed. Black and Hispanic students continued to score below the national level, but made greater gains than White students since the previous assessment. Students in schools with heavy minority enrollments made greater-than-average gains. (MNS)

A New York City project to help high school students from minority groups prepare for mathematics-based careers is described. Bridge Projects, field trips and seminars, a summer institute, and other interventions are discussed. (MNS)

Performance of 100 middle school students during and immediately after instruction showed that (1) students exposed to pre-instructional concept lessons have a higher achievement rate, (2) the Taba and the inquiry methods yield better performances than the expository method, and (3) field independent students are somewhat superior to field…

Black students who had positive interracial contact prior to college experienced more positive interracial contact on campus, had stronger feelings of being prepared for higher education, and expressed less trauma and more satisfaction with their decision to attend college. These findings support K-12 school integration policies recommended by…

Presented is a model of curriculum design for history instruction using the concept cluster approach. The importance of proper age/grade placement when teaching historical concepts and the developmental characteristics of children and adolescents are emphasized. (Author/RM)

In this ongoing debate, Egan still maintains that because social studies is based on incorrect theories of child learning and aims to socialize and because the idea of social studies is confusing, the discipline should be allowed to die. (RM)

Elementary teachers participating in the study thought of music listening as a separate activity and not as one that permeated all music instruction. Assigned listening was utilized mostly in singing, in the playing of instruments, and in traditional music appreciation lessons where students were asked to listen to a recording. (Author/RM)

Using different methods of holding the double bass, college students performed Beethoven's Symphony No. 9. Audio recordings of performance were rated. Muscle tension readings from the left arm, right arm, upper back, and lower back were taken, using electromyography. Results suggest nonsignificant differences in both performance quality and muscle…

Piaget's investigations of children's conceptions of time included a conclusion that young children (ages 4-8) equate greater velocity with longer duration. This study showed that older children (ages 10-12) do not equate faster velocity with longer duration when musical examples are used. (Author/RM)

Elementary, secondary, and adult students taking private piano lessons were on task for at least 85 percent of the lesson time. Teachers gave frequent reinforcement for academic behavior. While approval/disapproval ratios were not as high as the recommended 80 percent approvals, no evidence of effects on student attentiveness was apparent. (RM)