Comparison of the time estimation skills of 16 seventh grade male students with emotional handicaps with those of their nonhandicapped peers suggested that students with emotional handicaps exhibit significantly poorer time estimation skills than do their nonhandicapped peers. (Author/DB)

Reports on an exploratory study of a metacognitive approach to teaching low achieving secondary students. Asserts that the research team hoped to examine a process whereby a dialog about learning processes would develop. Finds that all students indicated that they were able to focus on learning as a topic of conversation. (CFR)