Explore the vast range of titles available.

A review of 39 studies indicated that achievement test scores decline over summer vacation. The results of the 13 most recent studies were combined using meta-analytic procedures. The meta-analysis indicated that the summer loss equaled about one month on a grade-level equivalent scale, or one tenth of a standard deviation relative to spring test scores. The effect of summer break was more detrimental for math than for reading and most detrimental for math computation and spelling. Also, middle-class students appeared to gain on grade-level equivalent reading recognition tests over summer while lower-class students lost on them. There were no moderating effects for student gender or race, but the negative effect of summer did increase with increases in students’ grade levels. Suggested explanations for the findings include the differential availability of opportunities to practice different academic material over summer (with reading practice more available than math practice) and differences in the material’s susceptibility to memory decay (with fact- and procedure-based knowledge more easily forgotten than conceptual knowledge). The income differences also may be related to differences in opportunities to practice and learn. The results are examined for implications concerning summer school programs and proposals concerning school calendar changes

This review synthesizes studies of the effects of modifying the academic calendar in Grades K-12 to do away with the long summer break while not increasing the length of the school year. The synthesis indicated that the quality of evidence on modified calendars is poor. Within this weak inferential framework, the average effect size for 39 school districts was quite small, d = .06, favoring modified calendars. Studies that used statistical or matching controls revealed an effect size of d = .11. Modified calendars were associated with higher achievement for economically disadvanteged students. Students, parents, and staffs who participated in modified calendar programs were positive about their experience. Policymakers can improve acceptance for modified calendars by involving communities in the planning and by providing quality intersession activities. (DIPF/ Orig.).

Offers a guide for a complete understanding of the disease and conditions most frequently revealed in ECGs recorded in the acute, critical, and emergency care settings Electrocardiogram in Clinical Medicine offers an authoritative guide to ECG interpretation that contains a focus and perspective from each of the three primary areas of medical care: acute care, critical care and emergency care. It can be used as a companion with the book ECGs for the Emergency Physician I & II (by Mattu and Brady) or as a stand-alone text. These three books can be described as a cumulative EGG reference for the medical provider who uses the electrocardiogram on a regular basis.    Electrocardiogram in Clinical Medicine includes sections on all primary areas of ECG interpretation and application as well as sections that highlight use, devices and strategies. The medical content covers acute coronary syndromes and all related issues, other diseases of the myocardium, morphologic syndromes, toxicology and paediatrics; dysrhythmias will also be covered in detail. This important resource: •    Goes beyond pattern recognition in ECGs to offer a real understanding of the clinical syndromes evidenced in ECGs and implications for treatment •    Covers the indications, advantages and pitfalls of the use of ECGs for diagnosis in all acute care settings, from EMS to ED to Critical Care •    Examines the ECG in toxic, metabolic and environmental presentations; critical information for acute care clinicians who need to be able to differentiate ODs, poisoning and other environmental causes from MI or other cardiac events •    Facilitates clinical decision-making  Written for practicing ER, general medicine, family practice, hospitalist and ICU physicians and medical students, Electrocardiogram in Clinical Medicine is an important book for the accurate interpretation of EGG results.

Used meta-analytic and narrative procedures to integrate results of 93 evaluations of summer school. Found that summer programs focusing on remedial or accelerated learning or other goals impacted positively on participants' knowledge and skills. Middle class students showed larger positive effects than disadvantaged students. Remedial programs had larger effects when the program was relatively small and when instruction was individualized. (Author/KB)