In this paper, a learning progression for geometric transformations is developed based on research that demonstrates the importance of viewing transformations as functions of the plane. The 5 levels of the progression reflect a student's evolving understanding of transformations as functions and their evolving understanding of the domain of these…

Gifted education is leading an interdisciplinary paradigm shift moving education out of its historic role of entrenching systemic inequities. It is a crucible for pioneering investigations of optimal human development and provides a vehicle for increasing social equity. We review changing conceptions of intelligence, motivation and creativity, and…

Learning disabled children in three age groups were found deficient on binary conceptual rule tasks when compared to normal children. A modified reception paradigm using three bidimensional rules and two instructional conditions was used to test the hypothesis that deficient rule learning rather than inattention is responsible for poor learning in…

Fourteen preoperational retarded boys and girls were interviewed for their concepts of death. Subjects did not have realistic concepts of when they would die, or of the permanence of death, but did have knowledge of how things die. Types of replies subjects made were significantly related to subjects' cognitive level. (Author/RH)

Mental test data cited by H. T. Epstein as supporting his theory that new concepts should be taught during periodic spurts in childhood intellectual development (at 3-10 months; and 2-4, 6-8, 10-12 or 13, and 14-16 or 17 years) are reanalyzed. It is found that the data do not substantiate Epstein's conclusions. (TJH)

The literature on how and when children acquire temporal concepts is reviewed in the context of the acquisition of time concepts by deaf children. The stages at which children acquire concepts of clock, calendar, historical time, and chronology, and effects of language acquisition are discussed. A more formal structure of temporal concepts in the…

The purpose of this study was to examine verbal conceptual knowledge of selected economic topics to test for the existence of age, gender, and/or ethnic related trends and patterns. Three hundred fifty-five children, aged 2-l/2 through 16, were interviewed in one-on-one sessions by their teachers. Five questions were asked: (1) Why do people…

Summarizes research done in the 1950s, early 1960s, and mid-1970s about how children and adolescents think about economic related ideas. Economic reasoning develops in a stage-like manner similar to Piagetian stages of cognitive development, becoming more abstract, other-directed, and flexible with increasing age. (RM)

The development of the concept of God was assessed among 120 children between the ages of 5 to 16 years who attended private Protestant and Catholic day schools in the San Diego area. All children participated in a semi-clinical interview. Twelve interview questions were asked as the first step of a probing technique used to initiate a dialogue…

Two studies indicate that Oksapmin children progress from premediational to mediational phases in their use of body parts to compare and reproduce number and that this change generally occurs prior to the development of concepts of number conservation. A third study shows that this general change is manifested in culturally specific ways.…

Presented is an alternative method for analyzing the van Hiele level of students' geometrical reasoning. The accuracy of students' answers may afford a description of acquisition and/or expertise for each of the van Hiele levels simultaneously rather than the traditional assignment and evaluation of one level at a time. (JJK)

An ex post facto study of 1,486 education majors reported that 53.5% of participants were at the formal operational stage and 43.9% were at the transitional stage. Students with more science courses in grades 10-12 had significantly higher scores for cognitive development and science process skills. No significant differences were found in…

This paper demonstrates a method for constructing long variables using items that elicit partically correct responses across ages. Long variables may be defined by students at different ages (year levels) attempting common items within a test containing other items considered to be appropriate for each age or year level. A developmental model of…

In this concluding article of a six-part series on children's art, the author reviews the stages of children's development in relationship to the use of three-dimensional materials and suggests teaching methods which will help children to develop artistically. (Editor/SJL)

As more medically fragile and health-impaired students are included in the educational system, teachers are increasingly likely to confront the death of a student. This article identifies developmental levels of understanding death, factors which affect grieving, and symptoms of grief demonstrated by children and adults. Recommendations for…