Results of 120 studies were combined by meta-analysis to determine effects on mathematics test performance of factors other than knowledge of content. Conditions that enhanced performance included testwiseness training, praise, word problem pictures, and frequent testing. Conditions depressing or not affecting performance were also noted. (MNS)

For an entire school year, 24 seventh-grade classes were taught problem-solving strategies; in 14 of these classes the instruction was supplemented by calculators. Mixed findings resulted for both problem solving and calculator use. (MNS)

Sixteen Brazilian third graders aged 8-13 were given problems involving multidigit computation. School-taught algorithms were likely to be used in school-taught problems, with little carry-over to real problem situations, but resulted in more incorrect answers. (MNS)

Four methods of solutions and 12 calculative strategies were found from introspective reports of 15 skilled and 15 unskilled students in grades 11 and 12 doing mental multiplication. Unskilled students used strategies more suited to written than mental computation, while skilled students used strategies based on number properties. (MNS)

The effects of two instructional strategies for sequencing examples and nonexamples of the concept "parallelogram" were compared for sixth graders. A rational sequence was favored over a random sequence at the formal level of concept attainment; no interaction effect was found between the strategy and students' mathematical ability. (MNS)

Investigated were the effects of spatial training on calculus achievement, spatial visualization ability, and the use of visualization in solving problems on solids of revolution. Sex differences were found favoring women in calculus achievement and men in spatial visualization ability. (MNS)

Kindergartners appeared to differ in their readiness to use a concrete counting strategy for addition. Many persisted in counting with objects. Mental counting strategies were sequenced. (MNS)

Part of an ongoing series of studies designed to develop formal theory of development of individual music listening preference, this study investigated effect of low and high levels of vocal vibrato, employed by male and female performers, on self-reported music listening preferences of upper elementary school children. Results showed significant…

Reports the result of a study of 167 college students' ability to notate 12 melodies under the conditions of simultaneous writing, concentration before notation, and singing before writing. Results revealed no differences in the three conditions. (JDH)

Investigated students' explanations as to the causes of success or failure in music. Results indicate that students tend to cite internal reasons for success or failure in music. Implications for teaching are drawn. (JDH)

This study investigated the relationships among sight-reading ability and selected variables for 20 high school choirs. Results showed that the best predictors of sight-reading ability are ethnic makeup of the school, presence of a piano in the home, a rural school location, and occasional use of rote procedures to teach music. (JDH)

Reports research which indicates current economics curricula fail to significantly influence student commitment to the normative foundations of the free enterprise system. Demonstrates how schools have potential for teaching economic values to youth. Concludes economic education should include latent and manifest curricula to better develop…

This paper distinguishes school ethnography from traditional ethnography and suggests several reasons why school ethnography has not yet secured a place in the research repertoire of most social studies educators. Concludes that social studies researchers should use school ethnography to develop better understandings of the daily patterns of…

Argues that since writing is used to express knowledge in all the social sciences, it ought to become a part of instruction in every social science discipline. Identifies four approaches to incorporating writing in social education and describes specific writing activities for each of the approaches. (Author/BR)

Argues that attitudes toward social studies are in part determined by the classroom environment. These environmental dimensions appear to be variables that can be manipulated directly by the classroom teacher, which suggests important implications for social studies educators. (Author/BR)