A study was made to assess the beliefs, attitudes, and behaviors of practicing professionals regarding interprofessional education and practice. Subjects had completed at least one course of the Ohio State University Commission on Interprofessional Education and Practice while the comparison group had not. Results are discussed. (MT)

A study was made of 196 students and professionals from eight disciplines who completed a Myers-Briggs Type Indicator and a questionnaire based on Harbaugh's (W)holistic Scales. Personality traits of those seeking interprofessional education, transition into the profession, approach to practice, and other topics are discussed. (MT)

This article presents a conceptual analysis of life in preschool and public school kindergarten classrooms, and explores issues and implications related to the following question: Will children differ in the kinds of students they become based upon whether or not their first school experiences occurred in a preschool or in kindergarten? (Author/JL)

This article compares and contrasts a predominantly White preschool and a predominantly Black Head Start program to determine how education might better serve children who come from different socioeconomic and ethnic backgrounds. Research and results are discussed, and suggestions for culturally responsive education are made. (JL)

Children's joint production and maintenance of a peer culture in preschool settings is crucial to their development of a social identity. Theoreticians and researchers should consider what it is actually like to be a child to understand better how children's activities model and prepare them for the adult world. (Author/JL)

This article examines the interactions which occur during several curricular activities to reveal the role expectations children develop. The ordinary social processes of the classroom through which the academic agenda is accomplished are examined. The meaning children and teachers ascribe to various activities is discussed. (JL)

This article focuses on young children's perceptions of teachers and mothers and compares the perceptions of preschool and kindergarten children with respect to the roles of these important adults. It concludes that children's perceptions are socially constructed based on their experiences within the school setting. (Author/JL)

This article examines the abilities children exercise in a variety of record-making activities, including mapping, quantification, and music notation. The ways teachers and educational climates promote different versions of literacy are discussed. Children's conceptions of literacy are examined. (JL)

Children's conceptions about literacy at the end of the first grade were studied. Children learned in one of three language arts curricula. Their skill levels were then compared, and suggestions were made for teachers to help children see reading and writing as holistic skills, beyond their functional necessity. (JL)

The eight-phase process Ohio uses to address major educational policy questions is briefly described, and its strengths and weaknesses noted. General comments are made about state-level education policymaking. (JL)

Teaching strategies used in fifth-grade classrooms which illustrate three teacher orientations--learning, work, and a lack of work or learning orientation--are described. Six interrelated strategies that support the orientation include: framing lessons; attention focus and redirection; treatment of errors; responsibility for learning and…

A follow-up study of the Kensington Elementary School (studied for educational innovations 15 years earlier) used ethnography, life history interviews of original faculty, and historical study of the school district to examine school identity. (CB)

The author proposes a framework that describes the teaching-learning process as shared responsibility between teacher and students from the outset. Research leading to the development of this model is reviewed. (MT)

The reader's role in constructing stories is explored, and the role of participants in shaping a group text is examined. Parts of discussions by two groups of eighth-graders are reproduced and interpreted. (MT)

This article highlights several factors that contribute to the complexity of tasks facing teachers and students as they interact to construct everyday classroom teaching-learning events. Also explored are ways in which expectations are signaled verbally or nonverbally and consequences that follow students' attempts to read teachers' cues. (CB)