Interviews with 30 British primary and secondary teachers about informal math-assessment practices revealed differences in perceptions of how students can change, teaching practices, learning styles, desired outcomes, and views of math. These differences can lead to inequities in the way students are treated in educational systems. (SK)

Describes a study to investigate how effectively concept mapping can be used to focus children on their own learning in science and to provide a way of describing their own achievements. Findings indicate that some children were able to identify specific targets for future learning. Motivation and metacognition were the main areas of benefit. (PVD)

Presents accounts from primary teachers as they worked toward fostering questioning. Techniques included providing good stimuli for questions, having students share thoughts in groups of increasing size, and modeling good questions and question-asking. (PVD)