We report the results of research investigating temperamental characteristics of children in the PeopleS Republic of China and the US using a parent-report instrument, the Children's Behavior Questionnaire (CBQ), defining temperament as individual differences in emotional, motoric, and attentional reactivity and self-regulation. Subjects were 624 6-to 7-year-old children, from Shanghai and the north-western region of the US. The 15 CBQ scales were factored for both samples, employing a principal axis factor analysis with an oblique rotation. Ourfindings indicatedconsiderable similarity of factor structure in the two cultures, obtaining three factors labelled Surgency, Negative Affect, and Attentional Self-Regulation or Effortful Control, Differences across cultures were also found, with Surgency and Effortful Control scores being relatively higher than Negative Affect in the US sample and NegaJive Affect being relatively higher than Surgency and Effortful Control in the Chinese sample. Gender differences were also found to vary across cultures. Our findings are congruent with a view of underlying cultural similarities in temperamental variability across these cultures, influenced over time by the children's culturally varied experience.. . . Gone are the days, I hope, when students would rebel when I talked in one lecture about innate capacities and individual differences and in the next about the different way in which character is formed in different cultures systematically and how different the results were. Someone was sure to go away muttering: 'She can't have it both ways.' But, of course, we can.. . .' Mead (1972) Margaret

Investigated early development of temperament across three cultures: People's Republic of China (PRC), United States of America (US), and Spain, utilizing a longitudinal design (assessments at 3, 6, and 9 months of age). Selection of these countries presented an opportunity to conduct Eastern-Western/Individualistic-Collectivistic comparisons. The greatest number of significant differences (i.e., involving more temperament dimensions) was anticipated for the US (Western/Individualistic) and PRC (Eastern/Collectivistic) comparisons. The US sample included 66, the PRC group 69, and the Spanish sample, 60 mothers, all of whom completed the Infant Behavior Questionnaire (IBQ) 3 times, when their infants were 3, 6, and 9 months of age. Results related to mean group differences were generally consistent with our hypotheses, demonstrating a greater number of significant differences for US versus PRC, with fewer differences observed for US and Spain. Analyses addressing developmental changes in temperament indicated patterns consistent with a priori expectations and cross-cultural differences.

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This study uses international data to investigate computer use situations in elementary school reading classes and the impacts of computer usage on students' reading performance across 15 countries. The study compares and reveals computer use levels in reading classes, frequencies of teachers having students use computers, times and places of students' computer usage, computer activities of male and female students, and effects of computer usage on students' reading interests and achievement by country. The results provide worldwide summary views of computer use in elementary school reading classes.

This study discusses the Texas Assessment of Academic Skills objective-level reading scores of more than 50,000 Hispanic students by comparing ethnicity, gender, grade, and academic programs. The results revealed that reading scores were low for Hispanic students, and means were below passing levels, especially in word meaning and summarization. Hispanic students’ English-version scores at lower grade levels were higher than the Spanish version. Tenth graders did fairly well in all six objectives. Female students scored higher than males did on all six objectives for all grade levels.