This is a case study of Benchmark School, which educates 6-to 15-year-olds with a history of school failure. Grounded theory methodology was employed to generate a theory about how the school promotes achievement. Many elements potentially promoting academic achievement were identified, including ones informed by psychological theory and research…

This article extends both the logic and the statistical procedures used in a recent analysis of Hyde's data on gender differences in cognitive abilities by Rosenthal and Rubin. The logic of a "model fitting" approach to meta-analysis is described. Relevant statistical procedures and goodness-of-fit tests are illustrated. (Author/BS)

The authors contend failure to confirm Weiner's theory is a result of shortcomings inherent in his model. They argue that cognitive theory has been properly represented and tested, and that the study of achievement behavior is enhanced by the addition of motivational, noncognitive assumptions to their theories. (Author/DWH)