Examines the influence of prior knowledge on the quality of fourth-grade students' responses to three process-approach tasks: writing, conferencing, and revising. Results suggest that prior knowledge is a significant factor in all phases of process-approach lessons. (NH)

Documents the different problem-solving styles and approaches of two first-grade children having strong mathematical abilities. One child demonstrated an extrinsic, algorithmic style of problem-solving, while the other used an intrinsic, individual-in-control style. (NH)

Explores strategies used by fifth-grade teachers who exemplified three different classroom orientations (learning-oriented, work-oriented, or work-avoidance) toward student motivation and learning. Raises questions for future research and highlights strategies that support motivation to learn. (NH)

Examines variation in the methods used to assign students to classrooms and teachers in a small but highly diversified sample of elementary schools. Gives explicit attention to parental influence on pupil assignments as well as to effects of having an unusually incompetent or excellent teacher at a particular grade level. (NH)

Reports findings of a survey of elementary school teachers' preferences regarding the criteria and processes for master teacher selection and rewards for master teachers. Although there were variations in response, teachers valued extrinsic/ancillary rewards more than intrinsic rewards (professional, collegial, and creative). (NH)

Introduces a journal issue that is intended to regenerate research on minorities in elementary schools and focus on important questions that have been underexplored. Discusses declines in research on minorities, and the problems and possible directions of new research.(SKC)

Investigates whether Black and White first-grade students' cognitive growth as marked by teachers is affected by the same factors as those that affect their growth as gauged by the California Achievement Test. Finds that factors are much more closely matched for White children than for Black. (SKC)

Uses LOGO and computer assisted instruction as a means of determining how successfully minority students' learning styles can be matched with computer instruction and the nature of concomitant effects on student achievement, reflectivity, and self-esteem. Suggests that learning style may be mediated through social and cultural contexts. (SKC)

Uses Boocock's model of the social context of education to compare divergent climates for Black students in two rural southern elementary schools. In both schools Black and White teachers and students use an assumed color blindness and a preoccupation with subject matter to mask differential treatment of Black students. (SKC)

Identifies four sources for recent declines in numbers of minority teachers and administrators: (1) overall decline in education majors; (2) decline in Black college students; (3) widening career options for Blacks--especially females; and (4) teacher competency tests. (SKC)

Examines leadership skills and the perception of leadership by students and teachers in 10 desegregated elementary schools that were divided into high equity and low equity groups. In low equity schools, perceptions of leadership were lower among Hispanics than Anglos. (SKC)

Describes "acting," a process of group resistance to teachers among low-income Hawaiian children that occurs at the beginning of the school year. Relates this process to the children's peer group norms and discusses ways in which classrooms can be adapted to the peer culture of Hawaiian children. (SKC)

Describes the economic and educational achievements of Asian American immigrants to the United States. Criticizes current theories of the causes of Asian American achievement, and posits that family structure, along with middleman and niche theories of migration, may explain their success. (SKC)

Suggests that race is an important dynamic of schooling and that teachers must daily consider its importance to the educational welfare of all students, and of students of color in particular. Provides suggestions for teaching about race. (SKC)

Evaluates the effect of a comprehensive teacher training program in Instructional Theory into Practice (ITIP) on student achievement. Reports findings of two phases of a four-phase Follow-Through study. Achievement test scores indicate that students in the project made significant gains in reading and mathematics. (DR)