Results of a questionnaire sent to 260 British colleges are compiled. Researchers were interested in--(1) the pattern of residential facilities, (2) the policy for the selection of students to reside, (3) the availability of housing to students, (4) the responsibility of the institution for student behavior, and (5) future plans. Two forms of the…

Surveys of ninth graders (n=152) and mathematics and science (n=26) teachers in secondary schools and colleges found that students do not have the mathematics skills needed for Key-Stage 3 (KS3) science. Concluded that the science curriculum should be changed to reflect the mathematics actually covered. (MKR)

Focuses on child protection in primary schools. Focuses on findings of the Social Work in Primary Schools project, based on a national questionnaire survey and qualitative research in primary schools. Addresses the views of child protection coordinators. Includes references. (CMK)

Investigates the extent that English primary science teachers press for casual understanding through their discourse in science lessons. Observed Key Stage 2 lessons (n=50) for students ages seven to eleven and the nature of teachers' discourse. Reports that discourse on facts and description were common, while there were low levels of discourse…

Reports findings from the first two years of a four-year longitudinal study on the influence of ability grouping practices on English students' attitudes and achievement in mathematics in six schools. Traces achievement and attitudes of students as they move from Year 8 to Year 9 using questionnaires, interviews, and classroom observation. (CMK)

States that many students feel history and geography do not need to be taught after Key Stage 3 (ages 11-14). Explains that students lack an understanding in correlating the importance of these subjects to their future. Draws from questionnaire data that focused on students' perceptions of history and geography. (CMK)

Presents a study that examined the occupational motivation, satisfaction, and health of 609 English teachers and school executives and that tested a model of teacher satisfaction developed in Australia in a previous research phase. Findings are interpreted in the context of the English education system. (CMK)

Teacher training is now a requirement for new staff in the further education sector in England. The Sector Skills Council, LifeLong Learning UK, sets national standards for training that include Reflective Practice as an underpinning value and Learning Theory as part of training programmes. There is, however, no statement of what is meant by…

This article reports on the findings of a questionnaire survey of 142 educational psychologists from England and Wales on their approach to the assessment of children with learning and behavioural problems. Participants were asked to report on the frequency with which they used a variety of approaches to assessment, including interviews with…

This research highlights issues relating to Physical Education (PE) and Initial Teacher Education (ITE) over the last ten years. The discussion is based upon data collected from three separate surveys of trainee teachers and their teaching experiences of PE during statutory periods of school-based training. The samples used in this, the most…

This article is based upon an analysis of a questionnaire sent to 431 education welfare officers throughout local education authorities in England and Wales and follow-up interviews with 59 (13.7%) of the respondents. The questionnaire focused upon profiling the initial induction and continuing professional development needs of the staff. The…

A 1983 survey reveals that in recent years there has been an increasing trend in England toward admitting more children under statutory age to infant school. The implications for nursery and infant education and for the children are outlined. Statistical tables are included. (CT)

Reports the view and perceptions of approximately 1,000 Welsh and English students in their final two years of compulsory schooling focusing on self-efficacy, goal orientation and motivation, stress, and interpersonal skills. Finds that most students were positive about their school, their futures, and their perceived control of their life. (CMK)

Reports on a study in which music teachers were asked about their design of music tasks in the classroom and factors that affected those decisions. Presents another study that investigated the effects of friendship, gender, and previous musical experience upon the processes and musical outcome of children's collaborative compositions. (CMK)

Describes a study conducted at an English secondary school that used a computer attitude questionnaire to examine gender differences in the attitudes of students and teachers toward information technology. Computer attitude subscales are described, and a list of items in each subscale of the questionnaire is appended. (LRW)