Reviews Corson's book on changes in educational strategies intended for immigrant girls, aboriginal peoples, urban poor, and language minority groups, and the way educators value student groups differently. Considers classroom suggestions for dealing with bias against nonstandard language use and the book's examination on differences in the…

Reviews Katz and McClellan's book on the teacher's role in promoting children's social competence, emotional development, and understanding. Discusses the contents of each of the book's five chapters, noting suggestions for curriculum and practice, and for helping children overcome social difficulties, as well as the components of social…

Reviews Moore's book on the strategies for well-planned teaching. Discusses the contents of each of the book's 10 chapters, noting that, although the book's focus is on the basics of teaching, the book does not adequately cover recent findings. (JPB)

Investigated the relationship between the quality of after-school child care programs in Quebec and the education and experience of staff. Based on questionnaire responses of teachers and administrators, 26 programs were rated using the School-Age Care Environment Rating Scale. Found correlations between program directors' experience and program…

Examined characteristics of educational interventions in school-age care services to meet the needs of their low socioeconomic populations. Characteristics examined included staff qualifications, availability of further training, degree of collaboration between the program and the school, and quality of the child care environment. Found that staff…

Investigated perceptions of resilience among Singapore 10- and 11-year-olds, using the Child's Perception of Resilience Checklist. Found that children draw from three sources of resilience to help them cope with adversities, which are based upon who and what these children "have" around them, "who" these children are, and what and how they "can"…

Discusses indicators of high-quality care for school-age children, and examines the relationship between these indicators and provincial and territorial regulations for the licensing of school-age programs. Considers the effect of regulations on the wide age range of children attending school-age programs, suggesting ways to meet the needs of 9-…

Examined school-age care centers in Canada. Surveyed child care providers about their personal characteristics, training, wages, benefits, working conditions, and changes needed to improve care quality. Found that caregivers were mostly female with community college education, offered low wages and few benefits. Also found provincial differences.…

Discusses intersubjectivity and examines limitations of radical constructivism. Compares Piaget's positioning of the individual in relation to social life with that of Vygotsky in support of the claim that radical constructivism does not offer enough as an explanation of children's learning of mathematics. (Author/MKR)

Written questionnaires were given to (n=213) preuniversity students to assess their judgments of association and their solution strategies with contingency tables in statistics. Compares results with previous psychological research. Qualitative analysis found three misconceptions concerning statistical association. Includes questionnaire.…

Analyzes (n=346) grades 4-8 children's partitioning strategies in terms of a framework that translates economy in number or size of pieces and use of perceptual cues into sophistication in unitizing. Proportionately more students used economical partitioning strategies than used less economical cut-and-distribute strategies. (Author/MKR)

Interviews of one child through grades one through five on several combinatorics tasks indicated the student's progress in classifying, organizing, and reorganizing data. Provides significant insight into the process by which the student learned to make proofs. (Author/MKR)

Examination of (n=186) eighth-grade students found marked differences between boys and girls on a mathematics test that were paralleled by differences in both trait-like self-referenced cognitions (academic self-concept of mathematical ability, goal orientation, and attribution) and task-specific appraisals. Contains 77 references. (Author/MKR)

Discusses three scientific traditions (positivist, interpretivist, and critical) as they inform methodological and strategic choices within a USAID-funded "Improving Educational Quality" project in Ghana, Guatemala, and Mali, examining various challenges researchers face when they engage in classroom anchored research in connection with efforts to…

Responds to the first paper in this journal issue that discusses using dialog about how to conduct studies and organize projects to help enhance educational quality in various settings. This article agrees with issues the paper raises that are crucial to reform efforts but highlights areas that need more detailed discussion between researchers and…