The differential effects of computer-assisted instruction for high-achieving and low-achieving students were examined for seven elementary students of varied background. Higher-achieving students were more able to adjust to the requirements of computer work and to derive benefit from it than were lower-achieving students. Implications for teaching…

Social problem solving and cognitive style (field independence/field dependence) were studied in a sample of 70 elementary and secondary teachers taking a summer course in counseling. Protocol analysis was used to identify the variety of problem-solving methods applied to social problems. (SLD)

Planning, teaching, and post-lesson reflections of three student teachers of mathematics were compared with those of three cooperating teachers with whom the student teachers were placed. Differences were accounted for by the assumption that novices' cognitive schemata and pedagogical reasoning skills were less well-developed than those of expert…

Twenty first-grade teachers' use of knowledge from research about mathematical thinking of children was compared with that of 20 teachers who did not participate in an analysis of research. Implications for teacher education and practice are discussed. (SLD)

The relationship between education policy and the workplace is explored in its historical context. Vocational education is examined as instrumental action and as symbolic action linked to the rise of professionalism and the modern industrial system. (SLD)

To assess the effects of discussion on vocabulary learning, 38 children in two intact fifth-grade classes were divided into three subgroups and taught science vocabulary on three successive days. The discussion subgroup outperformed a non-discussion subgroup and a subgroup that anticipated involvement in discussion but was instructed without…

Three field experiments involving 145 students in kindergarten, grade 2, and grade 4 examined the effects of different recess timing regimens on children's behavior. Results in terms of prerecess inattention and social interaction on the playground are discussed in relation to play deprivation theory and massed versus distributed practice. (SLD)

The cognitive and metacognitive knowledge of a proficient bilingual sixth-grade reader who was Latina was studied by comparing her reading processes with those of a marginally proficient bilingual reader and a proficient monolingual reader. Four key dimensions are identified that distinguish the proficient bilingual reader's performance. (SLD)

Using data from the National Education Longitudinal Study of 1988 with hierarchical linear modeling, this study identified individual-level and school-level variables influencing the decision to drop out of middle school. At the individual level, grade retention is the single most powerful predictor. (SLD)

Considers the general meaning of equal educational opportunity and its meaning in the context of specific policies, with an eye toward providing a philosophically grounded examination of equal educational opportunity as it applies to multicultural education. Describes how progressive liberal educational theory can meet the challenges of…

The current interest in reflective approaches to teacher education is examined, arguing that the move toward more reflective orientations toward teaching and teacher education must be viewed in institutional contexts and structural adjustments in Western capitalist systems. A more socially, culturally, and politically reflective approach to…

Self-monitoring refers to the personal supervision of one's own practice. It is argued that self-monitoring is an essential aspect of professionalism. Vignettes of physicians and teachers illustrate the central issues of self-monitoring and demonstrate the continuum of self-monitoring activities in practicing either profession. (SLD)

The impact of out-of-class experiences on outcomes of college attendance considered important by students were studied through interviews with 149 seniors at 12 colleges and universities. Fourteen categories of learning and personal development were identified. Results demonstrate the importance of experiences beyond the classroom. (SLD)

Using the discipline of history as a case study, the scholarly community of inquiry is compared with the community of inquiry in the classroom. The teacher's role in negotiating knowledge of each is discussed. The more teachers are integrated into the scholarly community, the better they will interpret it. (SLD)

The influence of mathematics-specific teaching practices on class-level mathematics achievement was studied using Second International Mathematics Study data for 236 eighth-grade classes (approximately 7,000 students). Links between class characteristics and teaching practices are explored. High socioeconomic status and high-ability students…