A principle component analysis with oblique rotation of the Test Anxiety Scale for Children revealed five cognitive/worry-oriented factors and two emotional/somatic-oriented factors, using data from 849 fifth graders. Achievement motives, future time orientation, and ability were the most important factors, whereas instrumentality revealed itself…

This article concurs with a critique in the OECD Report that Canadian education is organized along industrial lines and that this organization is for the purpose of achieving academic goals. Major criticism is aimed at the "over academization" of the schools and the influence of this on society. (Author/SJL)

Caroline Hodges Percell's views on the purpose of schooling are reviewed in this article. Her data demonstrating the school's role in encouraging the continuation of the inequalities of American society are discussed. (EB)

Describes a project with mixed ability learners attending Deacon's School (Peterborough, England). The project, which emphasized critical response to the built environment, involved students making "pop up cards" based on firsthand observation of local architecture. Students were encouraged to learn about art and design through reacting,…

This study compared the curriculum, instructional strategies, and organizational formats used by 6 elementary mathematics teachers with multigrade classes and those used by 18 who used either whole-class teaching or ability grouping. Analysis of videotaped lessons found significant differences between groups, suggesting that multigrade classes…

The practice of dividing up a group of students on the basis of previous educational experience or achievement, and subjecting the different groups to different educational experiences is defended. Two case-studies of streaming in the departments of accountancy and physics at a university in New Zealand are presented. (Author/MLW)

A simple algebraic model relating the mean achievement in a class to the students' ability range is presented. Agreement between the model and data on the relationship between mean achievement and class size is described. Data concerning opinions of 15 primary school through university teachers quantitatively support the model. (TJH)

Explores the problems of an extensive immigrant student population, including traumas of war and violence, racial isolation, economic struggle, and cross-cultural conflicts. Explores solutions to dilemmas involving school access, assessment and placement, tracking and ability grouping, school climate, and support services. An inset describes the…

Describes study that was conducted to determine the effects of captioned television videotapes on the listening comprehension of university students studying English as a Second Language (ESL). Results indicate substantial comprehension benefits for beginning, intermediate, and advanced students who view videotaped television material with…

Using data from the 1988 National Education Longitudinal Study, this research investigated whether ability grouping level magnifies the effects of background differences on mathematics achievement for eighth-grade public school students. Students in high-ability groups viewed math more positively, exhibited more appropriate behavior in math class,…

Describes the effects of ability-paired student interactions on achievement as fifth graders (n=83) worked on laboratory activities relating to balance. Results revealed that low ability student achievement is greater, they speak more words, exhibit less distracting behavior, and move blocks on the lever less when they are paired with a partner of…

Presents one parent's perspective on what children of different abilities teach each other. The parent gained this perspective as a result of her son's experience with a developmentally disabled classmate in his fourth grade class. (BB)

Discusses advantages of flexible grouping over ability grouping. Maintains ability grouping is nonprogressive, and blames it for the unequal treatment of students who have a low perception of themselves. Flexible grouping is based on the use of a variety of group patterns to accommodate diverse interests, learning rates, and special styles. (DG)

Reviews research on the effects of ability grouping on the achievement of middle school students. Found no or few effects of ability grouping for high, average, and low achievers in 27 studies. Alternatives to between-class ability grouping, including cooperative learning and within-class grouping, are discussed. (PAM)

This article summarizes research findings on ability grouping in relation to gifted students. Grouping variations (e.g., tracking, flexible grouping, multiage grouping, and magnet schools or teams) are distinguished. The article also considers assessment of gifted students with achievement tests, leveling effects of heterogeneous groups,…