As classrooms are restructured, practitioners must consider the short- and long-term effects of grouping decisions. All children need to be with children of the same interests and abilities during part of every school day. Mixed ability groups are most suitable for projects that cut across curricular areas. (LB)

Discusses four approaches to assessing the quality of early childhood program: top-down, which focuses on the adult's view of setting, equipment, and the program; bottom-up, focusing on children's experience; outside-inside, emphasizing the family's view; and societal, in which agencies and communities assess programs. (LB)

Reviews reasons for the Association for Childhood Education International's opposition to standardized testing of children in the early grades. Discusses two alternative approaches: nonstructured assessments and structured assessments. Considers parents' and teachers' roles in these forms of assessments, and the teacher training that is needed.…

Reports a study of a retention procedure in Texas in which children are placed in prefirst grade classrooms rather than promoted to regular first grade after kindergarten. Discusses the procedure's effectiveness and appropriateness, reasons for children's placement, children's behavioral problems, parental motivation and approval, and student…

Teachers at the Dag Hammarskjold School No. 6 in Rochester, New York, developed an interdisciplinary curriculum for fifth and sixth graders that they call the Interesting Questions Approach. Teachers and students choose questions about a topic and plan activities that will enable students to find the answers. (LB)

Describes characteristics of immigrant children from the former Soviet Union and implications of these characteristics for U.S. teachers. Considers differences between U.S. and Soviet schools in scheduling practices, bathroom routines, racial composition, meals, languages, clothing, naps, and parent/school relationships. (LB)

In a review of research on children without friends, the author notes the serious implications of growing up friendless. Issues covered include the process of identifying these children, their sociometric status and behaviors, the relation between children's status and dropping out of school, and considerations for teachers. (LB)

Four major teaching strategies for linking humor and learning are identified: (1) to perform as models of humor; (2) to select learning materials that foster the expression of humor; (3) to elicit expressions of humor; and (4) to be responsive and appreciative. (LB)

Describes the celebration of death in Mexico and gives an alternative perspective from which to examine current U.S. attitudes and practices concerning death. Discusses the role that children play in the Todos Santos, or Day of the Dead, festival and the imagery and ceremonies of the festival. (LB)

Reviews three computer programs for the classroom: (1) Kid Pix, a graphics program; (2) GROUPwriter, for online conferencing for students in third grade and above; and (3) Just Grandma and Me, an interactive version of a Mercer Mayer story. (LB)

Maintains that an overhaul of the public educational system is necessary to meet the needs of all students, including poor and minority students. (BB)

Discusses economic imperatives for change in U.S. education; roots of educational underachievement; and conditions faced by U.S. children. Offers recommendations for changing the education of poor and minority students and calls for change in the way society treats poor children. (BB)

Discusses possible solutions to the problem of schools' widespread failure to meet minority students' needs. Considers theoretical perspectives that underlie these possible solutions, and illustrates the application of the solutions through examples of teachers' work with students of native Hawaiian ancestry at the Kamehameha Elementary Education…

Discusses issues to be considered in efforts to determine whether programs are effective for improving education of all middle school students. Details directions effective programs are taking in mathematics, reading, writing and language arts, thinking skills, science, and social studies. Discusses common components of the programs. (BB)

Offers one teacher's reflections on her methods for dealing with students who challenge classroom teaching norms. Anecdotes of four students are provided. (BB)