Observed differences between third graders' self-regulatory behaviors in three instructional contexts (teacher directed, seatwork, and small group). Children were most self-regulated but most likely to be disorganized during small group work and seatwork; least likely to attend to instructions, monitor work, and seek help during teacher directed…

Compared two groups of preservice teachers participating in a field experience based on cooperating/mentor teachers' supervisory practice. Both groups received traditional orientation to student teaching and supervision. The experimental group's teachers had received in-depth training in supervision using the Praxis III/Pathwise framework. Results…

Studied the effect of programs within desegregated schools that serve an identified population of students for cultural affirmation and advancement. Ethnographic data from a girls' group at an urban magnet school and a Vietnamese students' homeroom, focusing on 20 high school students, in an urban comprehensive school demonstrate both the power of…

Discusses how and why educators' attempts at detracking by providing students and parents with greater freedom of "choice" often results in little movement of low- and middle-track students into high-track classes. Data from six racially mixed high schools show the different institutional barriers, the students' tracked aspirations, and the desire…

Explored classroom assessment reform from four perspectives: technological, cultural, political, and postmodern. Interviewed teachers about their understandings of alternative assessment. Responses of 29 teachers in Ontario, Canada, show how teachers integrated changes into their practices and the successes and obstacles they encountered during…

Studied connections between class size and teaching interactions using a multimethod approach and data from a longitudinal study of more than 10,000 children and their teachers over 3 years. Results show, overall, that in smaller classes, there is more individualized teacher support for learning. Interprets results in the context of teacher time…

Examined effects of early child care on children's functioning at the age of 4.5 years in the National Institute of Child Health and Human Development Study of Early Child Care, a prospective study of more than 1,000 children. Findings show the importance and relative independence of quantity, quality, and type of child care for children's…

Using an ethnographic perspective, examined how three middle school teachers learned to use technology in the context of a laptop computer program. Shows how the laptops were a catalyst that enabled one participant, who had been dissatisfied with teacher-centered practices, to transform her classroom through collaborative student work and…

Examined the class distributional properties of 200 elementary school classes in 2 school districts. Fifty-six classes were combination classes of students from 2 grades. Principals and teachers tended to assign higher ability and more independent students to such classes, and these assignments affected the class distributional properties.…

Examines the state of cost-benefit and cost-effectiveness analysis in education, first examining the progress that has been made in these fields in the health and medical sectors. Explores one outstanding example of cost-benefit analysis and critiques four other educational evaluations. Synthesizes strengths of cost-effectiveness analysis in…

Traces the history of the study of social capital in education and reviews the literature in the field by examining trends in conceptualization, methods, and outcomes. Assesses support for claims that social capital is positively linked to educational and psychosocial outcomes and discusses gaps in the field's literature. (SLD)

Conducted a meta-analysis of 74 studies in which there had been an intervention that aimed to improve the behavioral, cognitive, or social functioning of people with attention deficit hyperactivity disorder or attention deficit disorder. Overall, there were larger effects of the various interventions on behavioral than on educational outcomes.…

Reviews 42 studies of computer-assisted instruction published from 1990 to the present, comprising 75 experimental comparisons. The corrected effect size estimate was 0.19. Two variables, effect size at the time of pretesting and language of instruction, accounted for 61% of the variability in effect sizes. Advises caution in interpreting results…

Investigated the effect of prior knowledge and strategy training on monitoring accuracy among college students, comparing debilitative, no-impact, and facilitative hypotheses. Overall, knowledge acquired through brief strategy training improved performance, confidence, and monitoring accuracy independent of general ability and general mathematics…

Compared the effect of problem solving-based computer- assisted instruction (PSCAI) and lecture-Internet-discussion instruction (LIDI) on Taiwanese high school students' science achievement and attitudes. Pretest-posttest investigation indicated that PSCAI students scored higher, but not significantly higher, than LIDI students. There were…