Communities In Schools (CIS) is the nation's fifth-largest youth-serving organization and the leading dropout prevention organization, delivering resources to nearly one million students in 3,250 schools across the country. To further their network-wide commitment to evidence-based practice, CIS collaborated with the National Dropout Prevention…

Maintains that regional geography is undergoing important changes in its method of study to achieve a greater degree of relevancy in the context of a global system. Presents Western Europe as a case study to reflect this new approach. Includes 11 maps illustrating 6 generalizations applied to regional patterns. (CFR)

Condensed from "Grade Teacher, Volume 86 (November 1968), 64-65, 122ff.

The purposes of this study were to: (1) document the reasons for the establishment of upper division institutions in the US; (2) identify the thread, if any, which ties the experience of one institution to another; and (3) examine the lessons which can be learned from the early decisions to abolish the first two years of college and to suggest…

This discussion centers around the division process and suggests that the method of recording division might cause confusion. The role of fractional notation is discussed. (MP)

After a brief discussion of the concept of upper-division universities, the authors describe the way in which the University of Houston at Clear Lake City ensures articulation of its programs with the eight community colleges it serves. (IRT)

A test for divisibility by any prime number is discussed and its proof is given. (MP)

A current method of teaching long division using repeated subtraction is analyzed as being an example of a sound mathematical method that falls into disrepute when it results in unnecessary, length calculations. (MP)

Tests for divisibility of integers are derived and described. (SD)

A self-report measure was used to assess the number of times 1,240 junior and senior high school and college students engage in 15 varieties of study activities. Results showed a comparatively little engagement in planned study activities. (RB)

Verbal chanting was the most accurate response for kindergarten students and, along with clapping, for first graders. Clapping was most accurate for third graders and, along with chanting, for second graders. Overall, the stepping response was the least accurate. Girls consistently received higher mean scores than boys. (Author/RM)