Argues that citizenship education in Laos' national curriculum is contradictory and problematic. Notes that this curriculum excludes the rights or practice of ethnic minority cultures and languages. Discusses implications for girls and minority groups participation in the wider society. Asks general questions about implications for gender and…

Reports the results of a reanalysis of data from a major longitudinal database on school effectiveness. Finds the existence of differential effectiveness for prior measures of mathematics and reading achievement. Also finds marked differences in schools' rank positions and discusses the implications for the assessment of Britain's National…

Criticizes recent revisions in the National Curriculum for English in Great Britain. The author deplores that the new National Curriculum has not seized the opportunity of recognizing Britain as a multilingual, multicultural society and provides practical strategies for implementing the new English orders for both quality and equality. (GR)

Considers the position of specialist and mainstream teachers of bilingual pupils, the recent training initiatives, and the current constraints affecting implementation of coherent programs. The article outlines a Local Education Authority inservice package for both specialist and mainstream teachers. (GR)

Describes a study by British researchers that attempted to describe progression in learning in terms of a common framework for all students. Elementary school students completed periodic interviews while being taught measurement skills. Results found a wide spread of attainment in measurement in each age range but less clear progression between…

Examines the British government's goal of introducing criterion-referenced, formative student evaluation in primary schools. Reports on a case study in which the reliability of a Standard Assessment Task was examined in three second-grade classrooms. Questions whether or not the decision to drop the task from the test was correct. (CFR)

Student assessment in science in primary (elementary) schools in the United Kingdom is discussed in the context of the enactment of a National Curriculum. Sample science test items are included. Teachers must develop the skills required to assess students' learning in science and should not rely on external tests. (SLD)

The development of scientific explorations in schools and a framework for their assessment within the context of Britain's Graded Assessment in Science Project (GASP) scheme is described. The criteria for assessing the planning, implementing, concluding, and evaluating of explorations are provided. (KR)

Presents an overview of libraries in Swedish schools. Topics addressed include restructuring Swedish education motivated by new principles for governing schools, economic recession, and a government proposal for a new national curriculum; cooperation with public libraries; district coordination; school libraries as change agents; information…

Asserts that efforts at establishing cross-curricular programs with art and other subjects are well established. Questions whether the goals and content of visual art instruction are trivialized or lost in such programs. Provides three criteria that can be used to test the integrity of interdisciplinary programs. (CFR)

Examines the nature of outcomes-based assessment and reporting systems in language education, noting problems that may arise in their development and implementation by presenting case studies of assessment innovations in the United Kingdom and Australia, which experienced various political, technical, and practical problems. The relationship…

Uses the journalists' tool of "who,""what,""when,""where," and "why" to examine the nature of Canadian citizenship. Notes, in particular, the tradition of a "loyal subject" to the crown. Although largely symbolic, this tradition has engendered a respect for and obedience to the law of the…

Focuses on how skills required by the visually impaired to facilitate language learning are acquired in mainstream and special schools. (18 references) (CK)

The Swiss national curriculum for upper secondary schools requires geography to be taught according to new paradigms concerning subject contents and learning methodology. Today, nearly 10 years after the new curriculum was enacted, the question arises whether the paradigmatic changes were acknowledged by geography teachers and integrated into…

In light of the demands of the revised National Curriculum for Physical Education in England (DfEE/QCA, 1999) and the Special Educational Needs and Disability Discrimination Act (DfES, 2001a), this paper presents some preliminary observations on how PE teachers endeavour to include pupils with special educational needs (SEN) in secondary school…