How can teachers break down the idea among employers that the Certificate of Secondary Education is a second-rate examination? Reports on a pilot scheme which gives the general public an opportunity to assess children's CSE work for themselves. (Editor)

The hypothesis that "on a new task, elementary school children would perform relatively better on the egrule (discovery) method, and that high school children would perform relatively better on the ruleg (expository) method" was tested by G. D. Hermann (1971). This study replicated Hermann's research using only one of his tasks (map reading) and…

A study investigating interactions between imagery instructions and aptitude variables is presented. A group of 7 fifth-grade classes was given imagery instructions in the reading of a short text, while another group read the text in a regular way. Three different outcomes covering different types of learning were registered. (Editor)

College students predicted the situations which would produce the greatest affective result: academic success or failure, as caused by ability or by effort. Attributions to ability generated as much happiness, but less pride, in the case of success; and more unhappiness, but less shame, in the case of failure. (Author/GDC)

Weiner examines Sohn's previous article on attribution and affective reactions. Both researchers' data suggest that emotions in addition to pride and shame are experienced in achievement settings, and that these affects are not necessarily augmented by effort ascriptions. (Author/GDC)

The subjects consisted of high and average ability high school students. Half selected their own task and half were assigned to a task based on their scores on Rotters's locus of control scale. Across all subjects, ability was found to be the only significant predictor of recall. (Author/BW)

Reading skills, general ability, and academic achievement were studied in El Salvadoran junior high school students who had recently acquired a television. There were no obvious effects on short-term achievement, but consistent negative effects on reading improvement were found. In the most disadvantaged students, general ability growth was…

The Springfield Project was developed to insure that students leaving the school system with a high school diploma have adequate mastery of basic skills. Describes the development of the project, a summary report on mathematics competencies as well as reading, language arts, and English competencies and evaluates the current status of the project.…

The effects of Response Cost, Reward, and No Consequence conditions in the performance of high and low ability students on an academic task were compared. An examination of the continued use in the schools of grading motivational procedures based on Response Cost techniques is suggested. (Author)

Significant differences were found between teacher emphasis of the memory and application levels of Bloom's Taxonomy and pupil achievement at those levels. At the memory level, differences in achievement were probably not due to differences in ability. At the application level, differences in pupil achievement may be due to ability, not teacher…

Examines concepts of justice and rights as they relate to equal education. The author applies these concepts to practical issues such as the interests of the children to be educated, community interests, handicapped students, high achievers, low achievers, and varied curricula. (Author/DB)

A component of the self related to the school learning experience, academic self-concept, is isolated. A causal model, outlining the process of academic self-concept formation, is subjected to a path analytic solution for a sample of white and black high school youth residing in a large midwestern metropolitan area. (Author/NQ)

A study of the long-range course planning of one university's students found that less than half plan more than a few courses ahead, and that planning correlated more with students' time in college and career commitment than with academic aptitude or achievement. (MSE)

Study of 112 grade 4 and 6 children reveals that girls are less likely than boys to underrate their abilities assessed by test scores, but more likely to underrate teacher assessments of competence. Teachers rate boys who underrate themselves lower than they do boys who overrate themselves, but do the reverse for girls. (Author/BJV)

The article reviews statistical and psychometric issues associated with the severe discrepancy definition of learning disabilities used in Public Law 94-142. It is proposed that these issues should not drive the psychological theory of learning disabilities and should be replaced by constructs firmly grounded in psychological theories of learning.…