This issue features seven studies that address affective as well as academic educational outcomes. The first article incorporates teachers' perceptions of the role of technology in supporting English language learners' writing. The second article highlights results for two cohorts of young children served by an Early Reading First program at kindergarten and 1st grade entry, compared to peers not served by this intervention program. The third article continues a series of research studies on young teachers' ability to deal with episodes of spurning by their peers and the effects of preservice training on their coping skills in these situations. The fourth article explores self-perceptions and emotional understanding among boys and girls ages 5 to 8. The fifth article provides results of a two-year study of children's perceptions and insights about the child care programs they attended. The sixth article explores the relationships among teachers' work environments in child care, administrative and leadership qualities, and the quality of the program children experience. The seventh article presents the results of a longitudinal study comparing high school academic achievement of Montessori-educated students to their traditionally schooled peers. This column summarizes the content of each article and suggests implications for educators and future research studies.