Maintains that teachers often ask groups of pupils to undertake computer tasks with the understanding that positive benefits will result within the social context of learning. Reports on a study of the impact of social skills training on two fifth-grade British classes. (CFR)

Examines the British government's goal of introducing criterion-referenced, formative student evaluation in primary schools. Reports on a case study in which the reliability of a Standard Assessment Task was examined in three second-grade classrooms. Questions whether or not the decision to drop the task from the test was correct. (CFR)

Reports on an action research study on improving equality of opportunity for students in a socially and racially mixed classroom. Finds that students were empowered by their involvement setting up and drawing conclusions from the study. Questions the extent to which research should focus on race, social class, or gender. (CFR)

Argues that research shows that the concerns expressed about the Graded Assessment in Mathematics (GAIM) project are not serious and do not outweigh the positive benefits of the program. States that levels of achievement and development of mathematical learning are related. Urges the linking of summative and formative assessment. (KO)

Presents a comparative analysis of curriculum development methods in 10 elementary and 10 secondary schools in Great Britain. Reports that interviews and documentation were analyzed using grounded data categories and grouped into a model. Identifies differences in the manner of schools' provision for children with learning disabilities. Discusses…

Presents a case study exploring how major curriculum change has affected the students in an English secondary school. Focuses on how government policy and internal curriculum restructuring have disrupted learning conditions. Suggests that quantitative-based curriculum innovation does not take into accout the cultural specificity of the school…