Explores what outcome-based education could mean if it is properly planned and implemented. Outcome-based education emphasizes that the success of schools should be measured on the basis of what students actually know rather than what they are supposed to know. Issues in implementing outcome-based education are discussed. (SLD)

A survey of Australian secondary school children (n=955) addressed attitudes about: reactions to meeting a mentally disabled person, helping a handicapped person, specific statements about handicapping conditions, causes of disability, and the need for further information about handicaps. Results were compared with those of an earlier study of…

Decoding, working memory, and domain-specific prior knowledge were studied as predictors of comprehension for 48 university undergraduate students after rewriting notes, rereading notes, or rereading a text. Working memory was most important for comprehension of text-implicit information, whereas knowledge was relatively more important for…

Regular classroom teachers (n=114) who had taken a special education course were queried as to the value of the information presented to them, after they had begun to teach mainstreamed students. Results indicated that teachers considered the topics covered to be very important, and reported themselves to be fairly competent to deal with…

Analysis of medical residents' clinical performances in five teaching hospital anesthesiology departments revealed that noncognitive performance in some areas was a powerful predictor of overall clinical performance and was related to the occurrence of critical incidents. Noncognitive predictors included conscientiousness, management, confidence,…

A survey of 353 adults with learning disabilities concerning their knowledge and perceptions of vocational rehabilitation found that there was a large group who were either ineligible for rehabilitation services or dissatisfied with services received. Generally, respondents' knowledge of vocational rehabilitation was limited. (Author/JDD)

The relationship among beliefs based on personal history that preservice teachers bring to their study of teaching and principles of reading, writing, and discussing to learn advocated by one professor was studied for nine college students. Personal histories of preservice teachers function as prior knowledge of good teaching. (SLD)

Pediatricians (n=342) responding to a survey reported that they nearly all routinely performed some type of developmental screening; most recommended more training in developmental/behavioral pediatrics in residency programs; and 83% were aware of Public Law 99-457, but less than half were familiar with all of its provisions. (Author/JDD)

Reports a study that used focus group discussions to evaluate fifth graders' understanding of human immunodeficiency virus (HIV) and acquired immunodeficiency syndrome before receiving HIV education. Results indicated students' conceptions about HIV were more naive than expected. The focus groups were effective in evaluating students' process of…

Analyzes key assumptions and moral philosophies pervading education, suggesting alternative paths for creating educational programs that readily embrace the end values of U.S. society. The article suggests that administration experts function as a myth in U.S. society and recommends that such expertise be reconceived as a critical and moral…

The effects of age, response modality, and specific emotion on knowledge of happiness, sadness, anger, and fear in 45 preschoolers of 26-54 months were examined by means of puppet presentations. Results emphasize the emerging but sizable understanding of emotion on the part of young preschoolers. (CB)

Study examined the ways preservice teachers made curriculum decisions for elementary classrooms. Participants created three approaches to curriculum integration, and researchers compared their underlying beliefs. Results indicated students needed a stronger knowledge base and a more deliberative stance toward curriculum development. The study…

Problem-solving models in memories of 11 good and 12 poor novice first-year university students were studied. The students reconstructed physics problems seen briefly, relying on models in memory. Both good and poor students had models of problem situations at their disposal, but good students performed better than poor students. (SLD)

A conceptual framework is presented for organizing and relating terms pertaining to select knowledge constructs. In constructing this framework, definitions are derived for 27 basic terms essential for understanding literature on learning and literacy. Implications of this terminology for research and instructional practice are discussed. (SLD)

Students tend to emphasize important information more than less important information in their lecture notes. Whether this strategy changes with lecture repetition was investigated in 3 experiments with 71 undergraduate students. Students' assessments and shifts of strategy with lecture repetition are discussed. (SLD)