Studied the dynamic interaction, over time, between volitional strategy use and perceptions of endogenous instrumentality, two constructs associated with choice and executive motivation. Results for 103 undergraduates given measures of both constructs show the relationship between volitional strategy use and perception of endogenous…

Investigated the relation between a set of predecisional beliefs, including students' task values, self-efficacy, and learning and performance goal orientations and 5 implementation strategies students use to regulate effort and persistence for 114 eighth graders. Results show that motivational beliefs can be used to explain students' reported use…

Studied features of classroom environments that promote self-regulated approaches to reading and writing in young children and worked with teachers to help them design tasks and interventions to develop self-regulated learning among students. Results with five primary grade classes show the classroom and teacher characteristics that foster…

Studied the reliability and accuracy of data from Statistics Sweden's Level of Living Surveys (register data) on the return on schooling using a sample of 2,914 adults. Findings show that this register data does not show some partial secondary and postsecondary studies that did not lead to degrees, and that there are difference in annual and…

Discusses the role of theoretical knowledge in seeing and makes the case that direct and indirect forms of cognitive perception are pervasive forms of seeing in educational practice, and that both forms are fundamentally theory laden. Suggests that theoretical knowledge enhances our capacity to see in practice. (SLD)

Studied the preconditions and obstacles to building network contacts for two teams of five Finnish elementary school teachers each. Results show that breaking traditional patterns of teacher work, especially the tradition of single- handed lesson planning and implementation, results from team work in building a shared object. Results show the…

Studied the effects of borrowing norms for the Human Figure Drawing Test for use with children in Curacao, for whom there are no norms or studies of validity for this test. Results for 96 fourth graders suggest that frequency tables for the United States are better for scoring Human Figure Drawing Test results for these children than are Dutch…

Explores the educational implications of cognitivism and Aristotelianism in the field of emotional research and discusses attempts to translate these ideas into educational practice. Uses a "post-Kohlbergian" perspective (L. Kohlberg, 1971, 1981) to consider the feasibility of moral education and emotion education in a school setting. (SLD)

Studied how achievement motives and incentive values were related to attribution for 166 advanced education majors in Norway. As expected, success-oriented persons attributed positive events more internally, stably, and globally, and negative events more externally, unstably, and specifically, than did failure-avoidant persons. (SLD)

The eight chapters of this theme issue consider some key questions about school transitions or transfers, including effects on students' academic achievement and attitudes, ways to facilitate transfer while maintaining curriculum links, and how evidence about transfers is best gathered. Discusses how much credibility to give students' accounts of…

The six chapters of this theme issue describe and discuss many complex factors affecting teacher education throughout the world. Following an overview, two chapters focus on external factors, two relate to design decisions in teacher education institutions, and one contains case studies to examine program designs in different countries. (SLD)

A continuation of colonialism, globalization's narrow focus on economics and free-market thinking reinforces modernist rationality and individualism and discounts how deeply all life is interconnected. Its effects on education are reflected in high stakes testing, emphasis on information technologies, and a discounting of non-Western cultures.…

Contemporary globalization is a continuation of European colonialism, shaped by the Protestant capitalist ethic and technology. The changing mandates of teaching and education under the influence of globalization are identified. Possibilities for teaching in the age of globalization are explored under three themes: recovery of personal truth,…

Without a careful critique of commodification, globalization turns out to be nothing more than the new colonialism. A series of ordinary classroom events explores how treating the classroom as a gift economy alters the globalizing effect of the Internet from delivery of commodities to something that addresses children and opens up worlds for them.…

Globalization pushes aside social, cultural, and ethical goals of education in favor of marketplace goals. Two stories of the indigenous Ju/'hoansi tribe in Botswana illustrate how even well-intentioned multicultural education programs can marginalize indigenous people, and how "globalization from below," fueled by communities of sentiment, can…