This report on Compensatory Education (CE) examines the cost effectiveness of instructional programs and outcomes for reading and mathematics. Included are a description and comparison of services for elementary school students in Title I programs, other CE programs and regular instruction programs. Also reported are the results of student…

This study explored mathematics achievement differences among and between black, anglo, and chicano male and female adolescents and the extent to which these differences are associated with differences in attitude toward mathematics, parent influence, peer influence, and societal influence. Subjects were secondary students in a large school…

A study was conducted to examine the learning of mathematical concepts by English dominant and Spanish dominant primary school children. The concepts considered were number, numeration, and computational procedures. Using the case study method, a three step procedure was designed to study individual math objectives: (1) objectives were first…

The cost effectiveness of four approaches to improving mathematics and reading performance of elementary school children is compared. Peer tutoring is found to be more cost-effective than computer-assisted instruction, and both are more cost-effective than reducing class size or increasing the length of the school day. (Author/JAZ)

Describes a mathematics course for 15- or 16-year-olds who lack confidence in themselves and their ability to succeed. The article presents a "picture" of how a small group of teachers have tried to apply some of the "new" methodologies and assessment techniques in the classroom. (PK)

Presents the major findings identified by a commission that examined research issues in diagnostic and prescriptive mathematics. Addresses the diagnostic process with regard to curriculum, instruction, learners, teacher education, clinics, and the mathematics education community. (TW)

Investigated the association of field-dependent/independent cognitive style with mathematics anxiety, using mathematics scores of 481 secondary students. Indicated that field-dependent learners experienced more mathematics anxiety than did field-independent learners. Found significant interactions between sex and cognitive style and between…

Describes a model for adapting the construction of teacher-made mathematics tests for mildly handicapped students including the educable mentally retarded, the emotionally handicapped, and the learning disabled, to the mainstreamed classroom. (PK)

Argues that computer instantiations of abstract concepts could assist mathematics education by providing concrete experiences and by inducing the mental process of construction that Piaget called reflexive abstraction. College students with computer experiences scored higher than those taught with traditional methods on a test of functions and…

Describes a four-year Follow-Through Research Project that investigates the effects of a comprehensive staff development program, based on Madeline Hunter's Instructional Theory into Practice Model, designed to improve instruction on student engaged rates and achievement in reading and mathematics. (Author/HOD)

This review of the research on Logo use with pre-high school students highlights programing and learning stages, cognitive requirements, and effects of Logo programing on social-emotional development, achievement, and problem-solving abilities. (MBR)

Presents new research which takes advantage of two nationally representative data bases. Results show that mother's employment and living in a one-parent family can have negative effects on school achievement, but that these effects differ by age, race, and family structure. Results also show the importance of mediating variables such as income…

Provides a conceptual and methodological critique of Milne's article (SO515520). Provides an alternative analysis of the data, showing that structural, attitudinal, and socioeconomic determinants of mother's employment substantially diminish the effects noted by Milne. (JDH)

Provides a rebuttal and final rejoinder to the articles by Milne and Heyns. Recognizes problems with the data base and provides additional analyses to demonstrate the effects reported in the original article. (JDH)

This study examined the effects of judgmental and nonjudgmental computer assisted instruction on self-esteem and mathematics achievement of remedial junior high students. Although no statistically significant differences were found between treatment groups, this was probably due to study's short-term nature, rather than absence of relationship…