Formula for Uncertainty

How LEAs are measuring and allocating resources for special educational needs varies widely. Yet their formulae for doing so are likely to make the difference between enabling pupils with special needs to progress in their learning and, conversely, reducing the support they may need. Tim Lee, research fellow, Centre for the Analysis of Social Policy, Bath University, reports on the latest surveys of LEAs' funding policies.     

The role of memory aids in two instructional paradigms: Learning and utilization of logical rules

One hundred and thirty-two 10th graders performed either a conjunetive or biconditional rule task in one of six conditions defined by a 2 (tasks: attribute-identification versus rule-learning) by 3 (memory aids: 0 versus 3 versus 6) factorial design. Learners' attribute-identification was facilitated when six memory aids were made available, especially given the biconditional rule, but not when three aids were available. This effect was attributed to the facilitative role of six memory aids in the process of eliminating irrelevant dimensions. The acquisition of the biconditional rule was a linear function of the number of memory aids; but that of the conjunctive rule was not differentially affected by the memory aids. This interaction was attributed to the facilitative role of memory aids in the formation of a relatively complex one, not in the identification of a familiar, easy one.