Scientific literacy is essential to survive in this technological world, but it appears that scientific literacy is not of high priority for many students. This research project was undertaken to gather demographic data, intentions to engage in science, and attitudes of urban, middle school students. Scores on the Simpson-Troost Attitude Instrument were analyzed using the Statistical Analysis System. Results indicate less than 50% of the students come from high-school-graduated parents who work full-time to support the family. Less than 50% of these students indicate any interest to engage in science at the high school level, yet many plan to enter a science-related career. A majority of the students possess an uncertain attitude toward their science teachers and science curricula. However, all possessed high achievement motivations, strong positive attitudes toward their families, and high self-concepts.

Eighteen primary teachers (K-3) from five urban schools in the southeastern part of the United States participated in this study. The purposes of this study were to provide insight into options for inservice education programs dealing with urban teachers and their unique needs and to determine some of the attitudes and beliefs of urban primary school teachers toward physical science and physical science teaching. The results of this study indicated that these elementary teachers realized the importance of hands-on activities. However, they felt a need for a stronger knowledge of chemistry and physics to competently teach elementary physical science using that instructional strategy. There were significantly positive relationships between their attitudes and beliefs about physical science.

El Trastorno Específico del Lenguaje (TEL) es uno de los trastornos infantiles más comunes y afecta aproximadamente al 7% de los niños en los Estados Unidos de Norteamérica.  Si bien se trata de un trastorno prevalente, su origen no se ha esclarecido del todo y existen diversas teorías al respecto.  El propósito de esta revisión es presentar un panorama global de los enfoques teóricos que pretenden explicar el TEL y ofrecer una mirada crítica a las investigaciones que apoyan estas teorías.  Una explicación sencilla para el origen de este déficit podría relacionarse con la existencia de un correlato neural específico deficitario para cada subgrupo de TEL descrito. Dado que falta evidencia consistente al respecto, una definición amplia de TEL considerando todos los subgrupos queda sin verificación empírica todavía.  Sin embargo, los estudios siguen progresando hacia esta dirección ofreciendo evidencias para apoyar o rechazar las diversas teorías acerca del TEL.

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