An elementary school staff development program was designed to reduce disparity in educational achievement across race and sex. Researchers compared achievement test scores, attitudes, perceptions of teacher practices, and grade retention for students of teachers who did and did not complete the program. Results showed the program had few positive…

This study investigated student teachers' perceptions about discipline problems they encountered during student teaching and examined strategies they used to handle the problems. Subjects submitted written narratives describing effectively and ineffectively managed incidents involving discipline problems. Results indicated the subjects defined and…

This study investigated the effects of autobiographical writing before reading on ninth graders' discussion and understanding of two short stories. Quantitative and qualitative analyses of audiotaped class discussion revealed that students who had written about relevant personal experience before reading were more substantively engaged in…

Proposes a methodology for the naturalistic investigation of classroom environments in primary schools. Maintains that this approach is derived from a critique of the work of classroom ecologist Walter Doyle. Proposes suggestions for empirical research methods for naturalistic investigation. (CFR)

Reports on a study of the role of pupil age in scholastic performance among 4,123 Maltese primary-age students. Finds a strong and consistent age effect in Maltese, English, and mathematics achievement in three grade levels. Also finds that girls consistently outperformed boys in the three subjects. (CFR)

Reports on a study to examine the hidden processes underlying the underrepresentation of women and minority ethnic groups in the academic profession. Identifies the importance of subject communities and their implicit values and assumptions. Illustrates the importance of judgments of academic merit at the very earliest stages of careers for racial…

Describes interventions used to enhance coping and stress management to children and adolescents. Argues that the model of stress upon which the intervention is based dictates the intervention. Implications are discussed of the acceptance of an extended Lazarus/Folkman model for interventions in schools. (CFR)

Reviews and describes different versions of feminism and postmodernism. Reviews the current debate about the challenges that the two sets of theories offer to traditional epistomologies. Concludes with suggestions about the influence of feminism and postmodernism on educational research. (CFR)

Building on existing educational anthropological literature, this article suggests a new theoretical perspective that addresses specific concerns in educating teachers for success with African American students. Teaching practices of eight exemplary teachers provide a way to define and recognize culturally relevant pedagogy. (SLD)

Better strategies for teaching multicultural education and lessons about non-Anglo cultures are not what is needed in teacher education. Instead, generative ways are needed for teachers to explore their own assumptions and to construct pedagogy that takes into account the values and practices of cultures different from their own. (SLD)

This study demonstrates that the validity and usefulness of mathematics achievement tests can be improved by defining psychologically meaningful subscores that yield differential relations with student, teacher, and school variables. The eighth- and tenth-grade mathematics tests from the National Education Longitudinal Study of 1988 (NELS:88) were…

Data from the grade 8 and grade 10 science tests of the National Education Longitudinal Study of 1988 (NELS:88) were used to demonstrate that achievement tests are multidimensional and that using psychologically meaningful subscores in national surveys can enhance test validity and usefulness. (SLD)

Three data sets from previous studies demonstrated that children who began kindergarten with less implicit knowledge of books, as compared with well-read-to students, acquired this knowledge in kindergarten and first grade. Results suggest that those in whole-language classes progressed more rapidly. (SLD)

Reviews approaches taken by local education authorities to the funding and organization for special education needs under school-based management. Examines two case studies and concludes that responsibility for special needs students increasingly is becoming that of the school alone. (CFR)

Argues that the language of entitlement and empowerment is not always matched by correspondingly equitable actions. Applies this argument to provisions for students with disabilities and learning difficulties. Fears that students with the most complex needs will no longer have access to postsecondary education. (CFR)