The common assumption that Japanese students do well academically because their schools are more academically oriented than American schools is misguided. Results of a study comparing middle-school teachers in Japan and the United States indicated that American teachers allocated a greater proportion of their time to academic work than did…

Student ratings of their own self-concept were moderately correlated with teacher ratings of their self-concept, with academic achievement test results, and with teacher ratings of academic ability. These findings provide strong support for the multidimensionality of self-concept. The Self Description Questionnaire used in the study is included.…

The IEA's Classroom Environment Study, implemented in grades 5-9 in 9 countries, examined effects on student outcomes of home, community, school, teacher, and student characteristics and classroom practices. Across countries, course content varied widely, but teachers relied on relatively few classroom behaviors. Student learning was affected by…

An evaluation of a humanities course taught to mixed ability classes of 11 year olds in England showed that the most important factors for a successful course are teacher commitment and enthusiasm, careful course planning keeping in mind student interests, and teaching styles that emphasize student activities and interaction and oral work. (RM)

This publication reports the results of the second International Assessment of Educational Progress for science. Twenty countries assessed the mathematics and science achievement of 13-year-old students and 14 countries assessed 9-year-old students in these same subjects. In some cases, participants assessed virtually all age-eligible children in…