Among public school teachers, parents, and all adults alike, at least eight in 10 recognize that students vary in how they learn, say schools should address learner variability, and favor tailored instruction--an approach designed to address learner variability--over conventional whole group instruction. Yet nine in 10 teachers, about eight in 10…

California's Kindergarten Readiness Act of 2010 established transitional kindergarten (TK), the first year of a two-year kindergarten program for students affected by the change in the birthdate cutoff for entry into kindergarten from December 2 to September 1. This final report from the program's evaluation focuses on results from a five-year…

This article reports on extended research into the use of enquiry-based learning (EBL) and problem-based learning (PBL) in a human resource management undergraduate programme. The authors have collected and analysed qualitative and quantitative data over a three-year period, some of which have been previously reported (Reynolds and Benmore, 2003,…

A study compared pupil reactions to instruction in arithmetic by conventional methods and by programed instruction supplemented by teacher-supervised small group instruction. Subjects were 7th graders from two classes in Malmo, Sweden. Pre- and posttests and bimonthly observations were used to monitor arithmetic achievement, reading ability,…

The "TIMSS 2011 International Results in Mathematics" summarizes fourth and eighth grade student achievement in each of the 63 countries and 14 benchmarking entities which participated in TIMSS 2011. The report includes trends in mathematics achievement over time for participants in the previous TIMSS 1995, 1999, 2003, and 2007…

For more than 50 years, the International Association for the Evaluation of Educational Achievement (IEA) has been conducting comparative studies of educational achievement in a number of curriculum areas, including mathematics and science. TIMSS 2011 represents the fifth cycle of the Trends in International Mathematics and Science Study (TIMSS),…

Effectively teaching low-achieving and learning disabled students is challenging. Concept-based instruction is recognized as a particularly effective technique for helping students in these populations attain high levels of achievement (Tindal, Nolet, & Blake, 1992). The maze (a reading selection where certain words have been deleted and…