The rapid introduction of Britain's National Curriculum for Mathematics and its effects upon classroom practice is the main thrust of this book. Chapter titles are: (1) "National Curriculum Implications for Teaching and Learning Mathematics"; (2) "Starting Points for Using and Applying Mathematics: Maths Trails"; (3)…

Preliminary findings were generated from a formative evaluation that examined the implementation of a new secondary curriculum in Mexico. The study provides a deeper understanding about what is gained and what is lost when a decentralized curriculum is designed at the national level and implemented in local settings. Some insight is provided into…

Explores the relationship between pupil attainments on British National Curriculum Tests at the end of Key Stage 2, teacher assessments, and several pupil characteristics, such as gender and age) using representative samples drawn from schools in England from 1996-1998. Finds levels of agreement between teacher assessments and test results…

Analyzed the sixth and seventh national curricula of Korea and middle school English textbooks that were adopted on the basis of both curriculums to critically compare the differences between the two the curriculums. Also compares Korean curricula with those of Japanese, considering the situation concerning English education is similar in Japan…

British researchers asked elementary teachers how competent they felt to teach the National Curriculum with existing knowledge. Teachers considered themselves most competent in English and mathematics. Inservice priorities were for assessment, testing, science, and technology. Teachers did not oppose the national curriculum but were concerned…

Survey of 43 British secondary teachers showed that the National Curriculum positively influenced teaching methods, encouraging greater variety in delivery and more active learning. Concern was expressed that these practices may be hindered if national assessment tests are narrow in nature and content. (SK)

Reviews how educational reforms and changes in political viewpoints have influenced gifted education in Britain, ways in which the National Curriculum support the educational experiences of all children, and teachers' perceptions of the role of the National Curriculum in both identifying and providing for gifted students. (CR)

Describes a study of the attitudes of 13- and 14-year-old student towards science. Involves the analysis of a questionnaire which shows that both boys and girls have positive attitudes toward science. Contains 26 references. (DDR)

Focuses on the pedagogy constructed in Finnish state educational discourse. Reveals four essential changes in the use of language about teaching, learning, and schooling that have occurred since the 1960s. Finds that decontextualization must occur for the other three changes to be possible and credible. Discusses the appearance of school-free…

Asks whether the National Curriculum, introduced to British primary schools in 1989, has succeeded in raising standards of attainment in mathematics. Analyzes mathematics standards of eight cohorts of year 6 students from five primary schools from 1989 to 1996. Reveals no evidence of rising standards in attainment. (DSK)

Analyzed the mathematics standards of 8 cohorts of Year 2 children from five randomly selected British primary schools within one Local Education Authority; children had completed Mathematics 7 from the National Curriculum. Found evidence of stable standards of attainment over the eight years. Found fewer overachievers than expected. Examined the…

Describes a survey of the views of students, teachers, advisers, and inspectors on school science at key stages 3 and 4 (11-16 year-olds) in the United Kingdom. Finds a mismatch between the intended purposes of the Science National Curriculum and supporting documentation, and its translation into classroom practice. (Author/WRM)

Briefly reviews some of the main features of the research evidence and the latest data on student attitudes toward science. Argues that the recent introduction of an extension of compulsory science education in England, Wales, and Northern Ireland has not succeeded in changing the level of interest in science. (DDR)

Reports on a comparative study of aspects of the science knowledge of primary student teachers in Singapore and Great Britain. Results indicate that there no connection between content knowledge and the ability to teach that knowledge. Contains 17 references. (DDR)

Examines primary teachers' confidence and identity as science teachers in tandem with their views on the British National Curriculum and the warrants they give for those views. Collects data using in-depth interviews with a small sample of primary teachers, setting their views in the context of their science-related life stories. (Contains 28…