In a business course, an information-retrieval exercise challenged students to solve a problem without the necessary information. Students felt that this action-learning approach enhanced their interpersonal skills and provided relevant real-world work experience. (SK)

Critiques a study that found greater cultural sensitivity among British compared to U.S. preservice teachers. Identifies questionable research methods and interpretations of the findings. (SK)

Conversations with 60 9-year olds in England and Ireland showed that most were aware of language and concepts associated with becoming better readers and knew strategies for dealing with reading challenges. There was considerable variation in metacognitive awareness; those rated by teachers as average or above average had better reading…

Comparison of 272 U.S. and 219 Korean seventh graders showed that those who had homework preferences often were not able to do their homework the preferred way. Students in the two countries had substantially different homework preferences and styles, many reflecting different cultural behavior norms. (SK)

Interviews with 48 participants aged 7-8, 9-10, 11-12, and 13-14 and with 159 aged 5-6, 9-10, 15-16, and 18-29 showed that younger children have different definitions of bullying and lack social and assertiveness skills, which may explain the age decline in bullying reports. (SK)

Distinguishes between interdisciplinary and multidisciplinary education. Uses results of a study of evidence-based practice in health-occupations education to present some cautions and guidelines for using multidisciplinary education in health care. (SK)

Interviews with 58 parents (71% working class) and 15 teachers in a British secondary school suggested that working-class parents were committed to children's education but view school as separate from their everyday culture. Parents and teachers viewed their roles as a division of labor, reinforcing parents' view of teachers as professional…

Interviews with 14 teachers of students who experienced sexual abuse indicated that most did not feel they had adequate support systems or policies for dealing with abuse survivors. More training and greater openness in dealing with the issue were recommended. (SK)

Examines literature on conceptual change learning, transfer and durability of science concepts, and metacognition. Proposes metacognition instruction in elementary school science to help address problems of students' inability to use science in different contexts and to retain initial concept learning. (Contains 56 references.) (SK)

A survey of 4,700 students aged 11-16 in 25 British schools found that, in any year, 75% are bullied; 7% either perpetuate or suffer severe and repeated bullying. Four behavior patterns were found: bullies, bully-victims, victims, and nonparticipants. Teacher intervention and antibullying policies are ineffective without staff training and…

An in-depth case study explains a student's habitual nonparticipation in terms of her limited, unchanging self-image and her failure to perceive herself and be perceived as a member of a learning community. Marked differences in the way her identity and potential are viewed by parents and teachers contribute to her difficulties. (SK)

Stability of verbal reasoning test scores was measured for 146 students aged 8-13. Results suggest that reasoning test scores are not constant and vary considerably over time. Scores are not finite measures of intellectual capacity but of current verbal functioning, reflecting education and experiences to that point. (SK)

Data from 77 ninth-grade Spanish students who took an objective test, a performance assessment, and a measure of perceptions of control indicate that control perceptions predict scores on performance assessments, not objective tests. Performance assessments thus reflect motivational variables beyond the constructs being tested. (SK)

The hypothetical deduction model of educational research should be replaced by one that distinguishes between the logical structure of hypothetico-deduction and its methodological application. Such a framework explores relationships between three levels of explanation: observation sentences, observation categoricals, and theory formulations. (SK)

A study of 1,176 Taiwanese 10th graders showed that they tend to perceive their learning environments as less constructivist than they preferred. Those with more constructivist than empiricist beliefs about science felt that environments did not provide sufficient opportunities for social negotiation, integration of prior knowledge, and meaningful…