Focuses on the understanding of British children (N=189) of geologic time as they participate in related activities. Indicates that 10- and 11-year-old children lack a clear chronology of geologic events. Contains 22 references. (DDR)

Discusses research on the National Curriculum Key Stage Two reading tests for years 1998, 1999 and 2000. Shows that in 1999 and 2000 the reading tests were progressively easier: the number of questions requiring higher-order reading skills, particularly those of inference and deduction, decreased each year, while the number of questions requiring…

Trade-offs, a videotape economics education program for nine- to twelve-year-olds, is used to illustrate the evaluation of such materials. Criteria cited include design and presentation, overt and covert attitudes expressed, opportunities for student involvement, academic soundness, validity of assumptions about the learning process and clarity…

Compares the suitability of two kinds of history curricula for the varying levels of cognitive development of 9- to 11-year-olds. Fifteen British students studied the Victorian Era using transcripts of original documents, while 15 classmates used standard textbooks. The documents seemed to give students greater awareness of the evidence sources.…

Uses a free-form questionnaire to explore 10- and 11-year-old students' ideas about the nature of air pollution and its biological and physical effects. Suggests that students hold misconceptions in this area. (DDR)

Discusses use of computer simulations for instruction at the middle-school level, especially in history and geography. Reports on a case study of a large middle school's response to technology over a 3-year period. The study focuses on the simulation program "Mary Rose," a shipwreck salvaging simulation. (Author/CH)

Explores the expectations of the National Literacy Framework and highlights some problem areas in the context of the National Curriculum for English. Notes one such area relates to the assessment criteria which were selected from the framework to address children's understanding of organizational features of texts in reading and writing. Concludes…

The transition of American Revolutionary studies in British upper primary and secondary schools from a rather smug Victorian notion of a gracious monarch granting ungrateful colonies their independence to a more sophisticated and varied treatment is examined. (RM)

Investigates, in a pilot study, the range of reading experiences offered to British junior level students. Finds that quiet reading periods (although brief and frequently disturbed) and the sharing of texts were common features in the classrooms observed. Finds a wide range of reading experiences in some cases but aimless and superficial reading…

A study of 11-year-old children concluded that the detection of changes in prose material is related to an individual's sex and level of extraversion. (Author/IS)

The effects of open-plan and conventional classrooms upon patterns of friendship and levels of creativity, extraversion and neuroticism were studied in samples of 11-year-old middle-school children, matched for socioeconomic background in two schools with the different layouts but similar philosophies and teaching styles. (Author)

Because of student characteristics in the middle years, several types of assessment are needed. The national monitoring system being developed by the Assessment of Performance Unit (APU) may prove a useful assessment framework for individual schools, providing developmental data for program comparisons and student movement between schools. (SJL)

The author proposes methods and content for science instruction in the middle years and comments on teacher qualifications and pupil differences which need consideration. (SJL)

The author presents a general framework of social studies concepts and inquiry processes to be developed in the middle years, which correlates to primary and secondary offerings and which are appropriate to the developmental stages of students aged 8-13. (SJL)

Demonstrates how elements of a built environment can be introduced to middle school students. Describes activities that address the concept of spatial organziation in a small scale urban environment, suggesting that hierarchical arrangements of settlements, the central place theory, and land use zoning can be taught at the elementary level. (ML)