Derived longitudinal causal models of growth in mathematics and English constructs using three waves of data from the National Education Longitudinal Study of 1988 (n=24,599). Results indicate that the contribution of prior variables in English and mathematics to subsequent outcomes in both subjects was similar for females and males. Contains 68…

Examined the class formation procedures used in 22 elementary schools from two districts and the influence these procedures had on the composition of 200 classes, 56 of which were combination classes of students from two grade levels. Principals tended to assign higher ability and more independent students to combination classes to ease teacher…

Suggests that, by looking for commonalities and differences across settings, tasks, working methods, goals, and values, a framework for understanding collaboration can be constructed that preserves the benefits of rich descriptive accounts of collaboration. Emphasizes the importance of multiple definitions and multiple models of collaborative…

Discusses ways in which the dialectic between differing approaches to studying, theorizing, and representing collaboration may illuminate issues related to the nature and scope of scholarly inquiry. Contains 15 references. (Author/SLD)

Proposes that the formalization of common schooling in the United States derives from the sequence of institutional formation beginning with the state asylum, moving to the reformatory, and then moving to compulsory attendance. Shows the integration of delinquent and special youth in the U.S. educational system. Contains 112 references. (SLD)

Uses event-history analysis to explore whether and how grade retention influenced graduation outcomes for a cohort of 707 youths from an urban school system. Repeating a grade from kindergarten to grade 6 was associated with an increase in the odds of dropping out. Explores the impact of being over age for grade. (SLD)

Explores the causal nature of the association between grade repetition and later adolescent problem behaviors for 197 retained and 204 promoted African-American sixth and seventh graders in two urban middle schools. Regression analyses imply that retention reduced rebellious behavior in school and increased attachment to school. (SLD)

Studied variables meaningfully associated with mainstreaming success in elementary school science classes across grade levels and across categories of disability in three classes. Identified seven variables common to all settings and independent of grade level or disability category. Discusses implications for mainstreaming and science education.…

Examined how teachers in eight schools taught when transfer students entered their classrooms during the school year. Most teachers outside of agricultural areas planned their teaching as if the entire class remained all year, even though as many as 50% of students transferred. Discusses reasons for the inconsistency of teacher beliefs and…

Using path analysis, studied the role of self-efficacy beliefs concerning academic attainment and regulation of writing, academic goals, and self-standards in writing-course attainment of 95 college freshmen. Different facets of perceived self-efficacy played a key role in writing-course attainment. (SLD)

Interviews with 78 high school students and 22 teachers in five high schools suggest that violence occurs at predictable locations and times in and around the school building. The locations were generally undefined public space not supervised by any teacher. Discusses implications for the prevention of school violence. Contains 98 references. (SLD)

Proposes a solution to the learning paradox (how learning develops from prior learning) that is based on the work of C. Peirce and J. Dewey. Ideas, as opposed to schemas or postmodernist discourse, are viewed as the real carriers of meaning. Abduction offers the best chance of coming to terms with the paradox. Contains 78 references. (Author/SLD)

Seven articles comment on the proposed resolution of the "learning paradox" of how people make meaning and learn from prior learning. The reviewers find much of merit in the proposed reliance on the work of J. Dewey and C. Peirce, but they criticize many aspects of the paper, especially its brief treatment of the learning paradox itself.…

Explores the way in which scientific literacy has been defined, justified, and operationalized in current proposals for science education reform. Current visions of scientific literacy are being implemented in narrow and conventional ways. Further limitations in science education reform are discussed and alternative science reform theories are…

Examines the process of resonance through an examination of the experiences shared by four preservice teachers. The role of experiential storytelling, and the connection of specific items in current or past experiences to a narrative of their own or someone else's experience are discussed. (MAK)