Comparison of personal and class forms of the science laboratory environment inventory

Existing instruments in classroom environment research have limitations when subgroups are investigated or case studies of individual students conducted. This study reports the validation and development of a personal form of the Science Laboratory Environment Inventory which is better suited to such studies. Further, systematic differences between scores on the class and personal forms of the instrument are reported along with comparisons of their associations with inquiry skill and attitudinal outcomes. Specializations: Science education, Preservice science teacher education. Specializations: Learning environments, science education, educational evaluation, curriculum. Specializations: Curriculum, science education, science laboratory teaching.     

Phono-GraphixTM: A new method for remediating reading difficulties

Eighty-seven children, 6 to 16 years of age, with reading and/or spelling difficulties were trained in a new program (Phono-Graphix^TM) that emphasizes phoneme awareness training, sound-to-print orientation, curriculum design sequenced by orthographic complexity, and active parental supervision in homework assignments. The children’s initial level of competence to access the alphabet code was revealed by diagnostic testing, and individualized sequences of instruction were developed. The children received 12 hours or less of one-to-one training, one hour per week. Children gained an average of 13.7 standard score points on word recognition (1.70 points per clinical hour) and 19.34 standard score points on nonsense word decoding (2.57 points per clinical hour).     

The Solihull Adventure: an attempt to reintroduce selective schooling

In September 1983 it was announced that Solihull Metropolitan Borough was considering reintroducing selective education in its secondary school system. This article documents the concerted opposition to the proposals that developed amongst parents, teachers, politicians and others which led to the idea being soundly voted out in 1984. The nature of this opposition is discussed, and it is argued that, while on the surface the defeat might be seen as a victory for the ideals of comprehensive education, a deeper analysis shows that support of those ideals was not at the forefront of the opposition.