Results from a study conducted with 213 second and third graders concerning perceptions of testing are discussed. Suggestions are made to help teachers reduce or eliminate some of the concerns mentioned by children. (MP)

Meyer's reanalysis (TM 504 192) of Cooper and Baron's study (EJ 174 719) appears to be incomplete and contains inferential errors. Each of Meyer's points regarding personal responsibility and expectation measures, as well as the data he presented, are discussed. (RD)

The Developmental Test of Visual-Motor Integration, the Wide Range Achievement Test, and the Student's Perception of Ability Scale were administreed to 70 learning disabled and 73 normally achieving third-grade children who had been stratified on full scale Wechsler Intelligence Scale for Children-Revised (WISC-R) IQ scores. (Author)

To determine whether academically able teachers are more likely than others to leave the classroom, a study was conducted of the data file of all certified regular classroom teachers who entered teaching in North Carolina from 1973 to 1980 and had no prior teaching experience. (Author/WD)

The author argues that many children labeled as learning disabled are merely exhibiting the range of individual differences statistically expected for various school related abilities. She encourages the individualization of instruction in the regular class to allow individual rates of progress and to avoid the learning disability label. (DB)

Reports an investigation of the effect of gender on ability to recognize simple definitions of concept words in science, as indicated by differences in test scores and in students' free writing "definitions" of physical science concept words. Significant gender differences favoring boys were found for students (n=1,635) of six Tasmanian…

Substantial sex differences in mathematical reasoning ability in favor of males was apparently found by this study. The data was collected in an investigation of intellectually gifted junior high school pupils who took the Scholastic Aptitude Test. (MP)

Responses of 480 Georgia students (ages 11 to 18 years) to the Dalton Vocational Importance Questionnaire developed to test Ginzberg's theory of occupational choice were analyzed to determine effects of ability, race, and socioeconomic status on perceived importance of capacities, interests, and values. (Author)

Replicates results from some earlier studies regarding student performance on multiple choice tests and extends the analysis to show the relationship of student performance to student ability and item difficulty. (DB)

Performance on the Student's Perception of Ability Scale and the Piers-Harris Children's Self-Concept Scale was compared for 642 third-through-sixth grade students. (Author/PHR)

This study investigated the incidence of learning disabilities in 105 children (ages 6-18) with neurofibromatosis Type 1 (NF-1). Results found that nearly 70% of the subjects were academically deficient and 42% met the criteria for learning disabilities. A low incidence of visuospatial-constructional deficits was also found. (Author/CR)

Critiques the College Board's report, "Reaching the Top," asserting that it illustrates collective fraud in the social sciences, which sustains an egalitarian fiction that intelligence is clustered equally across all human populations. Suggests that while the report omits certain popular falsehoods, it also omits crucial truths about…

Describes a self-help information and referral center for college students that provides pamphlets, files, books, audiocassettes, videotapes, and computer programs on more than 100 topics related to health, personal growth, and academic skills. Discusses development of the center, its current status, and its future. (Author/ABL)

Discusses the effect on classroom learning environments of teacher beliefs about mathematics and teaching, teacher knowledge of children's thinking, teacher knowledge of content, and worthwhile mathematical tasks. (MKR)

This response to HE 531 678 argues that, although there is evidence that accelerated programs designed for gifted children can be effective, most emphasize enrichment, not true acceleration. Enrichment is seen as appropriate for all students, not just the highest-achieving 3%. (MSE)