Identifies problems with the portrayals by R. Prawat of the reform effort in post-Revolutionary Russia, the career of Lev Vygotsky, the hypothesized exchange of ideas between Vygotsky and John Dewey, and the theoretical views of Vygotsky. (SLD)

Criticizes the evidence used by M. Gredler and C. Shields in their critique of Prawat's article about John Dewey and Lev Vygotsky and their educational philosophies. Notes specific problems with citations and interpretations. (SLD)

Reviews the results of a meta analysis (E. Deci, R. Koestner, and R. Ryan, 1999) that shows that tangible extrinsic rewards do have a substantial undermining effect on intrinsic motivation. Discusses results, which support cognitive evaluation theory, in terms of their relevance for educational practice. (SLD)

Prior meta analyses by J. Cameron and other researchers suggested that the negative effects of extrinsic reward on intrinsic motivation were limited and avoidable. E. Deci and others (2001) suggested that the analyses were flawed. This commentary makes the case that there is no inherent negative property of reward. (SLD)

Replies to commentary by J. Cameron asserting that the negative results of extrinsic reward on intrinsic motivation are limited and avoidable. Suggests that the most recent meta analysis by Cameron and others shares methodological weaknesses with an earlier analysis, lacking ecological validity. (SLD)

Reflects on the chapters of this theme issue and summarizes information about children as learners and knowledge about school mathematics, both of which are essential components for effective mathematics instruction. (SLD)

Introduces and draws on other papers in this issue to discuss how task performance is achieved in workplace settings and the extent to which the knowledge needed for task performance is generic. Explores these questions from a variety of theoretical frameworks. (SLD)

Chapters of this special issue identify three characteristics of persuasive text that can be useful in inviting conceptual change. These are: (1) the comprehensibility, clarity, and credibility of the text; (2) the importance of explicitly addressing the readers' prior beliefs; and (3) affective and motivational factors. (SLD)

Describes this special double issue, which presents work on the topic of volition related to education. "Volition" entails plans to sustain motivation and implement goals, along with strategic regulation of cognition and affect in the completion of tasks. The first issue presents a theoretical overview of volition, and the second presents studies…

Seven articles comment on the proposed resolution of the "learning paradox" of how people make meaning and learn from prior learning. The reviewers find much of merit in the proposed reliance on the work of J. Dewey and C. Peirce, but they criticize many aspects of the paper, especially its brief treatment of the learning paradox itself. (SLD)

Comments on a study of Comer's School Development Model, indicating that the study, as conducted, was not a study of the model but a limited study of the effects of one application of the model's process. In addition, the evaluation was carried out over only 2 years for each group, when experience shows that at least 3 years are necessary to show…

While traditional literature reviews have functioned to clarify a single field, the interpretive review may contribute to research that challenges the perceptual habits of reviewers and extends the ways in which research questions can be constructed and studied. The interpretive review may bring many disciplines together for a new approach to the…

Suggests that, by looking for commonalities and differences across settings, tasks, working methods, goals, and values, a framework for understanding collaboration can be constructed that preserves the benefits of rich descriptive accounts of collaboration. Emphasizes the importance of multiple definitions and multiple models of collaborative…

Discusses ways in which the dialectic between differing approaches to studying, theorizing, and representing collaboration may illuminate issues related to the nature and scope of scholarly inquiry. Contains 15 references. (Author/SLD)

Introduces the articles of this theme issue, which cover a wide variety of questions and problems relevant to research using findings of the Third International Mathematics and Science Study (TIMSS). The articles have in common that most try to determine the degree to which certain factors influence student achievement. The focus is on five…