Examined the performance of intellectually gifted pupils in enriched programs in grades five through eight. Pupils in enriched classes showed academic achievement superior to that of pupils in normal classes. There was variability among gifted pupils in academic achievement and in characteristics of learning, motivation, creativity, and…

Introduces the Science and Math Investigative Learning Experiences (SMILE) program. Presents an air quality problem as an example of an integrated challenge problem activity developed by the SMILE program. Explains the process of challenge problems and provides a list of the National Science Education Standards addressed by challenge problems.…

Discusses a French immersion program in Louisiana, highlighting indications that students in the program are scoring higher on the state's mandated standardized tests than students in the district not participating in the program. Attempting to overcome deficits in language immersion research using testing and demographic data from a large sample…

The purpose of this study was to examine the relationships among students' self-perception, attitudes toward school, study and organizational skills, achievement motivation, attributional style, gender, parental involvement and style, parental income and parental level of education, and students' academic performance or achievement. Using…

A study developed criteria for judging state standards for the English language arts and reading and analyzed the 28 current standards documents. The criteria used for judging the standards relate to the purpose, audience, expectations, and assumptions of the standards documents; the organization of the standards; disciplinary coverage of the…

The central aspect of Connecticut's agenda for educational equity and excellence is the implementation of statewide mastery testing in mathematics and language arts. The program, designed for grades four, six, and eight, assesses the skill levels of students by measuring their performance on learning objectives they should have mastered in lower…

North Carolina students taking statewide achievement tests in grades 6 and 9 were ased two questions about the amount of time they spend doing homework: how much time do you spend doing assigned homework, and how much time do you spend doing work which is not assigned or required by the teacher? The results were compared with their scores on the…

To determine specific objectives for language arts programs in Alberta schools, a study was conducted in which a comprehensive list of specific objectives was compiled for use in developing tests of reading and writing in grades three, six, nine, and twelve. Measurable objectives were ranked in terms of their importance to the total program, and…

This study examines the effect of teacher inservice training and knowledge of research upon teacher perceptions of spelling procedures and practices, and upon the spelling achievement of students. Involved in the study were 70 fourth, fifth, and sixth grade teachers in twelve elementary schools in Cedar Rapids, Iowa, and their 1493 students. Among…

A 6-week summer program provided 51 gifted 4th and 5th graders with nonstructured experience in problem solving in science and language arts and in satisfying of operant needs. Fifty one matched children served as controls. Divided into four groups, the children worked with four teachers acting primarily as resource consultants. Testing…

Children learned the language arts concepts of capitalization and punctualization better when playing games, and learning was greatest when active games were played. (MM)

The No Child Left Behind Act of 2001 (NCLB) requires that all children, including English language learners (ELLs), reach high standards by demonstrating proficiency in English language arts and mathematics by 2014. Schools and districts must help ELL students, among other subgroups, make continuous progress toward this goal, as measured by…

Studies comparing the reading, mathematics, and language arts achievement of retained students with the achievement of promoted students are analyzed, using meta-analysis. Overall, research indicates that retained students fall behind the first year of retention and spend the rest of their academic careers in a vain attempt to catch up. (PP)

Compared 52 girls and 42 boys in seventh grade on 3 intelligence measures, 4 achievement measures, and 20 affective measures. Girls outperformed boys on measures of language arts and spelling and on 6 affective measures. (Author/DB)