Interviews with 59 Chinese parents of children with developmental disabilities uncovered some of the problems these parents experienced because service providers did not speak their language. The lack of language-appropriate information concerning the nature of the handicap and the course of interventive actions seriously affected both parents and…

A review of literature on selected relationships among metacognition, quantitative problem-solving, and learning disabilities focuses on three types of problem-solving activities: word problems; knowledge-based problems; and decision and argument problems. Techniques for teaching problem-solving and integrating metacognition principles into…

Research results that showed that high school employment may foster high school achievement is explained by a congruence hypothesis, which holds that there is a correspondence between the personality traits promoted and rewarded by employers and those traits promoted and rewarded by teachers. (Author/RM)

A content analysis of essays written by students from Great Britain and the United States on the topic "What I have heard about Adolf Hitler" showed that today's youth have only a very superficial knowledge about the events surrounding Hitler and Nazism. (RM)

Confirms that able readers have a more well-rounded sense of story structure than disabled readers. Specifically, that able readers demonstrated an ability to tell more elaborate stories than disabled readers. (FL)

Describes research done to determine whether there is a statistical relationship between an English as a second language learner's ability to determine a word's morphemes or structural units and his/her ability to comprehend written English text. (SED)

Preservice teachers' (N=22) knowledge level of pendulums was experimentally manipulated to examine effects the manipulation had on the extent of inquiry behaviors exhibited when teaching the topic to grade five children (N-54). Videotape recordings were used to examine how teachers used specific science knowledge to make decisions while teaching.…

Teacher clarity and its effects on student achievement were investigated in a study of high school social studies students. Groups were defined by possible combinations of two teacher uncertainty conditions, two teacher "bluffing" conditions, and two lecture note conditions. Results are discussed. (Author/DF)

Describes SPAWN, a technique for helping teachers make writing assignments in which students must first read, then integrate information from reading with their background experiences, to produce a piece of writing. (FL)

This annotated bibliography of 20 research reports identifies what has been determined about the effects of library media services on learning and suggests methodologies available for similar studies. Organization is according to area of learning affected--academic achievement; language, reading, and library skills; mathematics; science; social…

Presents a series of 10 true-false statements pertaining to dialect, then discusses the correct answers. (FL)

Discusses how children's knowledge can be measured/described, knowledge patterns across diverse concepts, interaction of knowledge/learning, and ways children construct more advanced problem-solving rules to replace less adequate ones. Evidence, drawn from studies on children's acquisition of knowledge about balance beams, suggests that knowledge…

In general, the more knowledgeable the student in an area, the higher his ratings of courses and instructors in that area. Significant interactions among the four main effects were also found across the judgmental dimensions students utilized in evaluating instruction. (Author/LBH)

The following study was conducted to examine existing research in education regarding the development of stereotypes in children, analyze historical documents and research to acquire an accurate portrayal of American Indian women, and determine if secondary social studies students lack adequate knowledge about the history of American Indian women,…

Educators from around the state, with the help of The Vermont Institutes, developed Science Grade Expectations as a means to identify the content knowledge and skills expected of all students for local assessment required under Act 68. This work was accomplished using the "Vermont's Framework of Standards and Learning Opportunities,"…