Tested high- and average-achieving German fifth- and seventh-grade students' metacognitive knowledge, attributional beliefs, and performance on a sort recall test. Found ability-related differences in all three areas. Gifted children tended to attribute academic success to high ability while average children attributed success to effort. (SAK)

Indicates that Gardner's "Multiple Intelligences: The Theory in Practice" represents an attempt to incorporate many perspectives and previously published essays in the educational implications of multiple intelligences theory. The article suggests that the book focuses less on schools and more on further development of the theory and…

The article present's Howard Gardner's response to the three preceding commentaries on his book, "Multiple Intelligences: The Theory in Practice." After commenting on some of their specific remarks, the article concludes with a more general discussion of the relationship between psychological theory and educational practice. (SM)

Examined relationships between kindergarten children's acquisition of metacognitive knowledge related to mathematics, subjects' general ability, and the role of metacognition and ability in facilitating word problem solutions. Found that subjects acquired a substantial metacognitive knowledge about mathematical word problems, which correlated…

Presents study results determining how individuals' performances in a subject relate to the value that society places on that subject. Explains that the study examined the relationship between each discipline and the cognitive capabilities of each subject. Concludes that failing students use an original conception, whereas successful students use…

A study at the University of Wellington (Australia) investigated differences in first-year academic achievement between men and women students in the school of business administration, between that school and the rest of the university, and in relation to ability level on university entrance. (MSE)

Discusses proposals for a mathematics program designed to reflect what every adult needs to know and understand and which is suitable for all students, including a mathematics curriculum geared toward lower ability students with additions for those more able; concrete experiences; and a foundation list of integrated mathematical topics. (MKR)

Ethnographic interviews with six adult basic education teachers showed that they (1) characterize students primarily in terms of psychosocial needs and (2) use implicit theories reflecting interpretation of those needs. Results demonstrate the complexity of the relationship between teacher beliefs and classroom practices. (SK)

It is argued that lack of sustained academic effort, not student grouping, is the major reason for differences in student performance. Ability grouping is seen as a useful tool, especially in accelerated programs for bright children, that should not be rejected in favor of approaches that ignore individual differences. (MSE)

Examined grade point averages (GPAs) of students (n=80) residing off-campus or in university dormitories. Data collected from official university records included GPA, American College Testing (ACT) scores, and housing accommodations. Found no significant differences between GPAs of on-campus and off-campus students. Academic ability, as measured…

Asserts that the assessment of students' ability to use computers should be central to educational computing research, but most studies have relied on vague definitions of what constitutes computer-use ability. Argues that definitions need to be clarified before further research is conducted. Raises methodological issues for further research. (DSK)

A study examined ACT and SAT scores of candidates taking a test from the Educational Testing Service's Praxis II series for teachers in 1995-1997. People who pass teacher-licensure tests have academic skills comparable to those of the overall population of SAT takers. Whites have higher pass rates than do minorities. (MLH)

Presents some ideas for using the World Wide Web to create more challenging and meaningful learning activities for students. Topics include emphasizing how to link topics to context, rather than emphasizing the information content; using essential questions and authentic assessment; and student needs and abilities. (LRW)

A study compared the academic and learning characteristics of three students with attention deficit/hyperactivity disorders (AD/HD), three gifted students, and three gifted students with AD/HD. Giftedness conferred benefits related to specific talents but did not offer protection from the negative outcomes of AD/HD, such as inattention and…

To investigate whether undergraduates' study skills are related to academic locus of control, self-perception, and social interdependence, 154 students completed four measures of these attributes. Results showed that students with the best study skills tended to have an internal academic locus of control, more individualistic tendencies, higher…