The first (exploratory) phase of the Learning in Science Project focused on science teaching/learning in the Form 1 to 4 level (ages 10 to 14) and sought to identify problems and difficulties in several areas. Provided in this paper are comments obtained during structured/unstructured interviews (from students, ex-students, teachers, headmasters,…

This study assessed the effects of curriculum on technical features (criterion validity and developmental growth rates) within curriculum-based measurement in reading with 91 elementary level handicapped and nonhandicapped students. Correlations between oral reading samples and reading comprehension as well as developmental growth rates were…

This study developed a validation procedure for identifying oral vocabulary related to occupational awareness and produced a list of terms appropriate for curriculum development in career education for students with mild disabilities at the middle school level. The process used 33 teacher participants and involved sorting candidate words for…

First-year algebra high school students of various ability levels were presented lessons concerning the application of geometry theorems. The lessons varied in terms of the complexity of the examples that were shown. After the lessons, students completed a questionnaire concerning their perceptions of the lessons, and then they were tested over…

The study investigated which addition facts children and preservice teachers view as being difficult, whether it is possible to determine facts which are difficult for all children, and whether children and adults agree on which facts are difficult. Results indicated that children and adults disagree about the difficulty of facts. (PK)

Assessed the level of cognitive demand inherent in the manner in which students were held accountable for activities and tasks in seventh grade life science classes. Notes that most tasks placed minimal cognitive demand on students, as they involved copying or simple step-by-step procedures. (SKC)