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In a national assessment program, 57% of Dutch ninth-grade students had a positive attitude towards the environment and 35% were prepared to make sacrifices for the environment. Student knowledge about environmental problems, however, was fragmentary and often incorrect. Environmentally responsible behavior was more strongly connected with the willingness to make sacrifices than with attitude toward the environment. Contains 38 references. (Author/PVD)

Examines relationships between writing instruction and functional composition performance of third-year secondary education Dutch students. Finds that, of 36 instructional characteristics, effective ones included instruction and exercises in writing functional texts, writing for a specific purpose, tailoring to a particular audience, global rating of students writing by the teacher, and frequent evaluation of Dutch language proficiency through teacher-made tests. (RS)

In this study, 590 third graders from 12 Dutch schools took 32 tests indicating 16 semantic Structure-of-Intellect (SI) abilities and 1 of 4 reading comprehension tests, involving either multiple-choice or open-ended items. Results indicate that item type for reading comprehension is congeneric with respect to SI abilities measured. (TJH)

Abstract The present study was set up to evaluate the extent to which the context in which a foreign language is learned can influence the strategic competence of children. To [...]

Inflectional morphology causes persistent difficulties for second language (L2) learners (Montrul, Silvina & Kim Potowski. 2007. Command of gender agreement in school-age Spanish-English bilingual children. International Journal of Bilingualism 11(3). 301–328; Montrul, Silvina, Israel de la Fuente, Justin Davidson & Rebecca Foote. 2013. The role of experience in the acquisition and production of diminutives and gender in Spanish: Evidence from L2 learners and heritage speakers. Second Language Research 29(1). 87–118). Learners operate with a default gender value, and overgeneralize the masculine forms of determiners and modifiers (White, Lydia, Elena Valenzuela, Martyna Kozlowska-Macgregor & Ingrid Leung. 2004. Gender and number agreement in nonnative Spanish. Applied Psycholinguistics 25(1). 105–133; Schlig 2003). 111 essays written were collected containing 799 correct uses and 281 errors from Dutch students whose written ability in Spanish is A2 (Common European Framework). The results show that singular masculine nominal agreement marking at the determiner is significantly better produced by Dutch L2 learners of Spanish than when the marking of nominal agreement is plural, feminine or at the adjective. This study corroborates the previous results where learners operate with a default gender value and overgeneralize the masculine forms of determiners. Also these results show that L2 learners of Spanish are significantly less accurate in gender agreement with adjectives than with determiners. [ABSTRACT FROM AUTHOR]

History teachers (N = 22) and their 11th-grade students (N = 451) rated the relative importance of sections of an instructional text on which teachers would be giving a test. Multilevel analysis revealed only a moderate correspondence between teachers in their importance ratings. This suggested that there were large differences between the task demands of individual teachers; therefore, students needed to attune to the demands their own teacher set. However, only a moderate correspondence was found between ratings of individual students and those of their teacher. Although this correspondence varied between teachers, between students, and between text sections, results suggest that in general, the participating students did not have a very clear or sound perception of task demands.

Background: Understanding consumers' interpretation of allergy information is crucial for effective food safety policies. We evaluated consumer understanding of allergy information on foods in controlled, experimental studies. Method: Using 18 packaged foods, we evaluated consumer understanding of information about allergens in two experiments: First, a comparison of foods with no stated allergen versus allergen as a stated ingredient versus a precautionary allergen label (PAL); second, a comparison of three common variants of PAL. In each experiment, consumers with and without self‐reported food allergy were asked to estimate the risk of allergic reaction and to rate the comprehensibility of the allergen information. In the second experiment, consumers were also asked which form of PAL they preferred. Results: Risk of reaction was assessed as high and low for foods with the allergen stated as ingredient, or without any mention of allergen. However, risk assessment for PAL varied and was judged as higher by non‐allergic than allergic participants (82% vs. 58%, p <.001). Understanding of risk associated with PAL also varied by health literacy (p <.001). Both allergic and non‐allergic consumers judged all forms of allergy information to be unclear, especially products with no allergy information for non‐allergic consumers. Products with a 'Produced in a Factory' PAL were perceived as less risky than 'May contain' or 'Traces of' PALs (p <.001), less than 40% of participants judged PAL information to be comprehensible, and participants preferred 'May contain' over the other PALs. Conclusion: Both allergic and non‐allergic consumers find allergen information difficult to interpret on packaged foods and misunderstand PAL, incorrectly distinguishing different risk levels for different PAL wording. Clearer allergy information guidelines are called for, and the use of only one PAL wording is recommended. [ABSTRACT FROM AUTHOR]