In this article we explore educators' use of Jean Piaget's theories concerning cognitive development to refute proposed social studies standards in Arizona. We describe the work of Piaget as well as the National Association for the Education of Young Children's developmentally appropriate practices as they apply to primary-grade children's…

Focuses on how basic research on psychological principles eventually leads to practical classroom programs. A case study is presented of a classroom program based on psychological research. Inferences are made regarding the problems of transforming basic research into practical classroom programs. (Author/DB)

Traces change in conception of gravity in a boy from kindergarten until second grade, focusing on the process by which persons restructure ideas that differ from accepted scientific understandings, and acquire scientific ideas. Provides criteria for defining an alternative conception; suggests how conditions in the initial interview may have…

Considers the need for a definition of "whole language" and difficulties involved with such a definition. Characteristic experiences in whole language learning communities are discussed. A case study is also provided. (Author/BB)

Describes the implementation and evaluation of an early intervention program, Reading Recovery, designed to help young, at-risk children become writers. Research evaluation results in New Zealand and in the United States and a case study of a five-year-old child are presented. (BB)

This microethnographic study describes aspects of the computer curriculum of a class of kindergartners in a public elementary school. Descriptions provide a basis for a consideration of the appropriateness of computers in the kindergarten. Complex matches and mismatches between goals and observed activity are discussed. (RH)

Proposes a model of an integrated, problem-solving approach for conducting assessments of children with academic skills problems in regular classroom settings. Presents a case study that illustrates the implementation of the model for a fourth grader with a learning disability. (GLR)

Examined the instructional reform process in 17 middle schools. Reforms included heterogeneous grouping, cooperative learning, active learning, and interdisciplinary instruction. All reforms relied on teachers' willingness to change daily instructional content or strategies. Heterogenous grouping and interdisciplinary instruction posed the…

Examines one teacher's attempts to understand and enact a nonprescriptive, nonlinear project-based approach to science instruction. Details the challenges the teacher faced in enacting two projects and some of the dilemmas she faced as some of her previous beliefs about teaching and learning came into conflict with her emerging understanding of…

Four case studies demonstrate how middle grade teachers addressed the challenges and dilemmas of enacting project-based science in their classrooms. Notes that the teachers attempted to enact several common features of project-based science, including student collaboration and ownership and the use of technology. Also notes that teachers'…

Draws conclusions regarding how five teachers learned to enact project-based science, a method grounded in constructivist theory. Describes how the teacher-researcher collaborative activities unfolded, based on a model of teacher change that focused on cycles of collaboration, enactment, and reflection and how these activities contributed to a…

Addresses issues related to biliteracy development in children. Presents two case studies that highlight how children use the social processes and cultural resources at hand to develop their literate competencies in Spanish and English. Discusses special challenges in relation to the formation of biliteracy in classrooms. (Author)