Examines the point at which children develop negative attitudes toward science and whether the adoption of the National Curriculum in England and Wales has influenced student attitudes. Results indicate that although unpopular, students do not necessarily have negative attitudes toward science. Contains 32 references. (DDR)

Reports on a survey undertaken to test teacher perception of the effectiveness of their teaching of an earth science component which was added to the National Curriculum of England and Wales in 1989. Teachers indicated that the achievement of their pupils in earth science is moderate while reports on national testing show that it is poor.…

Research into effective pedagogy was a major strand of the science education research programme at the University of Waikato for the 20 years of the 1980s and 1990s, being done in all five Learning in Science Projects and related theses. The research was closely connected to constructivist and sociocultural views of learning, current national…

This study examined how textbooks from England, Japan, Sweden, and the United States portray America's role in World War II. Analysis of the central story lines revealed that historical information purveyed to students in different nations varies considerably. Accordingly, U.S. textbooks emphasize the significant and pre-eminent role that the…

A recently completed landmark study of mathematics and science education in more than 40 countries gathered information that can help address questions about why students in one country do better than students in another. Results from the Third International Mathematics and Science Study (TIMMS) will be released beginning in the fall of 1996…

"Thinking Science," the Cognitive Acceleration through Science Education (CASE) curriculum, is a program designed for 11-14 year olds (in the first two years of secondary school) which encourages them to reflect on their own thinking and to develop their reasoning power in tackling novel problems. This study presents results that represent the…

In the spring of 1991 a two-part questionnaire was mailed to a nationwide sample of 100 uppersecondary teachers in England. Usable responses were received from 72 teachers. The purposes of this study were the following: (1) to describe the impact of the 1988 British Reform Act on Education; (2) to determine teacher perceptions in selected publicly…

Reports on a study showing how the achievement of bilingual learners can be raised within a classroom context and within the framework of the National Curriculum. Shows how to stimulate a wide variety of language activities, including those concerning different styles and structures, audience awareness, vocabulary, and the exploration of…

Investigates gender differences in subject choice patterns at the General Certificate of Secondary Education (GCSE) and A level in England between 1970 and 1995. Provides background information on the British Sex Discrimination Act (SDA) (1975) and the British National Curriculum (1988.) Presents the results of the study in detail. (CMK)

Presents results of seven case studies of innovative pedagogical practices using ICT (information and communication technology) in Chile, conducted as part of the SITES (Second Information Technology in Education Study) M2 project. Discusses the lack of evidence of impact on student learning achievement as defined in the national curriculum.…

A survey of 25 teachers from special schools in Great Britain concerning issues of assessment for Key Stage 1 of the National Curriculum reports on teacher training, administrative help, use of teacher assessment, reporting results, assessment modification, classroom organization, and pupil reactions. Curriculum implications are noted. (DB)

A survey of 60 special schools serving physically disabled children (ages 14-16) in England and Wales determined that 70 percent of the schools did not teach foreign languages, and small percentages did not offer history, music, and geography. The impact of the National Curriculum on these students and schools is discussed. (JDD)

Presents the results of a survey of teachers on the use of games in science teaching. Teachers were more likely to use games in mathematics or language arts than in science. Findings indicate that if science games were more widely available, less expensive, and relevant to the National Curriculum, teachers would be more likely to use them as a…

The metaphor of spaciousness emerged in an examination of one math teacher and one class of students. Spacious math embraces large problems with mathematically rich activities. Spacious teaching and learning is large enough to include social relationships. Students felt that the teacher, group, and class organization mattered to learning. (SK)

Illustrates some of the changes included in mathematics curriculum in British Columbia, Canada and focuses on the role of parents and teachers of young children in reaching educational goals. Describes components of mathematical literacy and activities designed to facilitate particular skills. (KB)