Attempts to deconstruct the discursive complex around the subject of the "underachieving boy," and to critique its composition and effects from a feminist perspective. Suggests some elements of a feminist perspective on masculinity and schooling, including new research perspectives and teaching strategies. (Author/SLD)

Assesses discriminate validity of teacher judgments in differentiating various groups of students who are at risk for learning difficulties based on referral to School Study Teams (SSTs). Large differences are found between controls and at-risk groups. Results from cross-validated discriminate function analyses shows teacher judgment correctly…

Twenty South African students with low math achievement learned metacognitive strategies for math problems and 20 controls were taught math conventionally. General ability, metacognitive awareness, math achievement, and positive attitudes were all higher for the experimental group. (SK)

Argues that the solution to underachievement in mathematics lies in explicit teaching of non-narrative genres and a recognition of a mathematical tradition that lies outside of individual authorship. (Author/JL)

Assesses effectiveness of a representational visual imagery training program on the reading and listening comprehension of a group of poor listening comprehenders (mean age: 7 years 8 months). Finds significant improvement on a curriculum-based test of listening comprehension, a standardised test of reading comprehension, and a measure of story…

Whether geography is taught alone or "infused" into social studies, U.S. students' knowledge is minimal, according to recent National Assessment of Educational Progress geography test results for 19,000 students in grades 4, 8, and 12. Curriculum specialists say geography coverage is incidental. The National Geographic Society is trying…

Summarizes 3 documents and 12 journal articles that discuss programs and classroom efforts in which older students tutor younger children. The programs address literacy and academic subjects including reading, writing, science, and math. (BC)

Describes life coaching for principals and superintendents of high-poverty schools, which offers individualized, long-term support that enables them to become clearer about their goals and actions plans for achieving them and to lead more balanced, healthy lives so they can sustain their work over many years. The positive link between life…

This article is based on a survey of educational diagnosticians working in Texas for the 2001-02 school year. The Executive Board of the Texas Educational Diagnosticians' Association (TEDA) developed the comprehensive survey that contained over 50 items. Only three items were related specifically to the Texas Assessment of Academic Skills (TAAS)…

No Child Left Behind (NCLB)--the sweeping federal law that requires all schools that receive federal Title I dollars to be held strictly accountable for student outcomes--is the most discussed education reform effort in the past half century. One of the many controversial and vexing elements of the law, especially among teachers, teacher unions,…

Responsiveness to intervention (RTI) is being proposed as an alternative model for making decisions about the presence or absence of specific learning disability. We argue that many questions about RTI remain unanswered, and that radical changes in the proposed regulations are not warranted at this time. Since many fundamental issues related to…

This study sought to determine the reasons why successful mathematics students have been able to thrive in schools labeled "academically unacceptable" and why they have chosen to stay in these "academically unacceptable" schools despite having the option to leave. Qualitative methods including group interviews, individual interviews, and…

A growing number of the US schools, under the microscope of increased accountability, are identified as underperforming on the basis of low-test scores. Yet sustained increases in student achievement are problematic for underperforming schools.

Childhood environment and skills are important factors that contribute to the achievement gap of students, but blaming only the preschool years for low achievement will not solve the problem. Ample funding of schools and transformative power of teachers and peers can rid the student of the gap.

Increased use of high-stakes testing has been accompanied by an expansion of summer school programming. Few investigations focus on student experience within these programs. Using multiple methods, we examined how low-performing students attending the Chicago Public Schools' Summer Bridge program perceived their summer learning environments.…