The Suinn Mathematics Anxiety Rating Scale, Elementary Form (MARS-E) is described along with validity and reliability information. The scale is composed of 26 items which assess the degree to which students experience anxiety in specific life situations. Psychometric data were obtained on 1,119 fourth, fifth, and sixth graders from six schools. Results indicated that the MARS-E scores are significantly correlated with achievement scores from the Stanford Achievement Test on mathematics skills. Factor analysis identified two factors, named mathematics test anxiety, and mathematics performance evaluation anxiety.

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The Suinn Mathematics Anxiety Rating Scale, Elementary Form (MARS-E) is described with a sample of 105 Hispanic students. These elementary school students were from six public schools. The test is composed of 26 items that measure anxiety in specific life activities. Results indicated that the MARS-E scores are correlated with scores on a mathematics test, the Stanford Achievement Test (SAT). Similarities in the average level of mathematics anxiety were found between Hispanics and the normative non-Hispanic group, but Hispanics scored lower on the SAT achievement test. Additional normative information is also provided to enable others to continue research with the MARS-E.

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Social work education has again been subject to scrutiny and review across the UK. Different countries have set about this task in different ways. In England we can observe a top-down process driven by government; in Scotland the approach has evolved more collaboratively. This paper discusses the recent Review of Social Work Education in Scotland within the broader pressures and opportunities of public service reform. At the heart of the Review findings is a simple but timely conclusion: we need to realise a shared approach to professional learning, across the social work career path. This means moving beyond recent preoccupations with social work education, and polarising approaches to reform, towards a genuinely co-owned approach in which professional learning is a shared responsibility and a central feature of what it is to be a social work professional. In closing, the paper considers how we might realise a shared approach to professional learning in Scotland and beyond.