Evaluates teaching sequences in high-school choral rehearsals to provide insight into the relationship between ensemble achievement and performance preparation. Indicates that teacher pace improvement is unrelated to ensemble maturity, teacher verbalization may not relate to success, and teacher assistance and instructions decrease with student…

Determines whether nonmusical attributes of violinists affects judges' rating of their performance. Rated 12 subjects on video, audiovideo, and audio recordings. Reveals significant interactions between performance evaluation and dress, and between evaluation and stage behavior; there was no significant interaction with attractiveness. (DSK)

Continues a line of research attempting to ascertain the focus of musicians' attention when listening to music, particularly whether musicians demonstrate consistent listening patterns across excerpts designed to be perceived as good and bad performances. Indicates that musician-listeners consistently discriminated between good and bad…

Attempts to identify and characterize patterns of expert teaching practice as they occur in context, and to confirm these patterns through processes of verification. Observes teacher Dorothy DeLay in her studio, documenting her teaching through notes, audiotapes, and contextual artifacts. Discusses DeLay's theory of proximal positioning in…

Compares musicians' responses while listening to the first movement of Haydn's Symphony No. 104 using a two-dimensional continuous response digital interface that measured arousal (relaxing-exciting) and affect (ugly-beautiful). Indicates that there is an inverse relationship between the two dimensions. Makes comparisons to research that has…

Argues that contemporary educational reform rhetoric hides policies that reinforce socioeconomic differences among students. Asks what it means to teach for a democratic society. Reviews the answers debated by participants in a conference on this issue, especially those centered on the Whole Schooling Consortium. (DSK)

Notes that there have been no studies of student teachers' learning how to use primary sources to teach history. Generates general characteristics of the task based on discussions among historians and philosophers. Uses these to frame an investigation of difficulties encountered by student teachers while learning to use primary sources. (DSK)

Examines multiple perspectives on current classroom practice in global education, including those of master teachers, practicing teachers, and preservice teachers. Notes some commonalities and differences of theories and practice across the three groups. Argues that the theories and practices of teachers can and should inform conceptual…

Explores the assumption that issues-centered instruction is fine for advanced students but too difficult for low-achieving adolescents when reviewing case studies of world geography classes composed of low-achieving students. Concludes that teachers confront numerous difficulties in planning and implementing issues-centered instruction for…

Reflects on a social studies teacher's experiences during a Fulbright professorship in Ghana. Relates how, as an outsider from the United States, she learned about Ghanian perspectives of history, economics, women's issues, and culture, and was reminded of the dominating power of Western cultural and economic imperialism. (DSK)

Argues that race and racism continue to define issues in the United States, but receive little attention in current College and University Faculty Association work, and are minimized in much of National Council for the Social Studies work. Outlines goals that the authors would like to see these organizations adopt. (DSK)

Presents a three-year longitudinal study investigating the development of children's (n=82) understanding of multidigit number concepts and operations in grades one through three by using interview processes. Provides an existence proof that children can invent strategies for adding and subtracting and illustrates both what that invention affords…

Describes a research project that examined the effects of the Computer-Intensive Algebra (CIA) and traditional algebra curricula on students' (N=802) understanding of the function concept. Results indicate that CIA students achieved a better understanding of functions and were better at the components of modeling, interpreting, and translating.…

Reports on three-year case studies of two schools using alternative mathematical teaching approaches. One used the traditional textbook approach and the other used open-ended activities at all times. Concludes that students who followed a traditional approach developed a procedural knowledge, while students who learned mathematics in an open…

Presents a study which employed sociolinguistics perspectives to investigate the social context of two mathematics classrooms that differed in socioeconomic background and gender of students. Argues that as mathematical knowledge is being constructed in the classroom, student participants are being constructed by the teachers according to their…