This qualitative study investigates what problem solving strategies interns learn from their clinical teachers during their internships. Twenty-four interns who completed their internship in the elementary grades shared what problem solving strategies had the greatest impact upon them in learning how to deal with problems during their internship.…

Examined two methods of studying teachers' mathematics-content/pedagogy beliefs and their instructional decision making in 10 videotaped class sessions for each of teachers. Results with a video reflection and a theory reflection method indicate that both methods are useful in obtaining teacher belief data. (SLD)

The cyclical nature of mathematics grades was studied for a cohort of elementary school students from a large metropolitan school district in Texas over six years (average cohort size of 8495). The study used an autoregressive integrated moving average (ARIMA) model. Results indicate that grades do exhibit a significant cyclical pattern. (SLD)

Principals in 103 elementary and 76 junior high schools assessed the importance of 39 school effectiveness criteria. A satisfactory eight-factor solution was found for junior high schools but the elementary solution was less discrete. Implications for assessing school effectiveness are discussed. (SLD)

The effects of sociometric (based on student choice) and nonsociometric grouping on the social acceptance and small group interaction were studied using data from 102 third graders in five classrooms. Sociometric grouping procedures had a positive effect on social acceptance and did affect the number and types of verbal interactions. (SLD)

"Thinking while teaching" was explored in a case study of teaching styles at an elementary school. Data were collected by stimulated recall interviews, classroom observation, and pupil sort tasks. The data suggested a high correlation between teachers' observable behavior and cognitive processes. (Author/JKS)

Information processing of elementary teachers in the classroom was investigated by interviewing teachers. Findings indicated that the context (time of year, instructional setting, and curriculum-management system) was a key factor in information processing. (Author/JKS)

Teachers' predictions of pupil success in elementary school were compared to pupil performance in terms of quartile placement on national test norms. Results indicated that teachers were able to predict reading achievement but had less predictive ability in other areas. (JKS)

The information processing of teaching was investigated in a case study, comparing the behavior and cognition of ten elementary school teachers. Data indicated that the amount of discrepancy between teaching plan and classroom reality was a critical variable in the information processing of teachers. (JKS)

The amount of conceptual convergence for concepts of nine objects in elementary school children was investigated. Findings revealed substantial convergence on core meanings within and among age groups, and a steady expansion of meaning with age and experience, especially between grades one and three. (Author/MH)

Six factors which influence carryover of innovative teaching methods (learned in teacher education programs) to elementary schools were studied. Lack of college instruction in organizing and managing the classroom for small group and individualized mathematics instruction was the main reason for not implementing the innovations learned in college…

Relationships among self-concept, educational attitudes, and the performance of 5l elementary school student teachers were explored. Results indicated student teacher competencies were related to educational attitudes and self-concept operating jointly. Variance in student teacher performance was significantly affected by the addition of…

A technique for observing reading behavior called the disruptive effect is presented. The technique involves interspersing unusual words or pseudo-words into a text and observing errors made during oral reading. Results of research on the technique are presented. (JKS)

The relative power of several variables in predicting school reading achievement was considered. Issues were raised concerning the efficacy of altering the resources allocated to a school or changing the social and racial composition of the student body as a strategy for raising achievement levels. (EVH)

This study compared the cross-grade associations of students in an open-space and a traditionally designed elementary school. Sixth grade students indicated their willingness to engage in different activities with students in kindergarten through grade six. No significant differences were found between students in the open-space and traditional…