Provides activities to help preschool children develop an understanding of the concept of time. Activities include making a sundial and a water clock or sand clock, as well as a time wheel of the months and seasons. (HTH)

Presents a summary report of a discussion subgroup of the Algebra Working Group at the Seventh International Conference on Mathematics Education held in Quebec City, Canada in August 1992. Argues that pre-algebra should be viewed as a continuation of arithmetic that asks different questions about numbers. (12 references) (Author/MKR)

Investigated the hypothesis that preschoolers encode perceptual attributes, but not conceptual attributes, of objects in recall tasks. Children were asked to recall typical and atypical objects, or objects that varied in typicality and size. Children were influenced by both conceptual and perceptual stimulus characteristics. (LB)

Reports on interviews with 28 high school biology students in Jerusalem concerning teleological and anthropomorphic formulations and reasoning. Results indicate acceptance of anthropomorphic formulations does not imply a prevalence of anthropomorphic reasoning. Most high school students can distinguish between anthropomorphic formulations and…

A conceptual framework for continuing education has the physical therapist as the entry point in the process, within an environment of technological, cultural, and social change. Demographic variables related to barriers and preferences for continuing education. Other components include resources, adult education principles, regulations, and…

Identifies works of historical fiction from various periods that can help teach middle school students about family relationships. Suggests having students draw sociograms to help them visualize relationships among characters. Argues that such readings can spur student interest in the causes, effects, and consequences of the need for family love.…

The study compared the understanding of one-to-one, stable order, and cardinal principles of 15 children with Down syndrome and 15 preschoolers with similar language skills. No significant differences were found suggesting that developmental level rather than syndrome is associated with counting behavior. (Author/DB)

Comments on this issue's article by Ward, Vela, and Hass on children's category learning. Suggests that aspects of the authors' methodology may have led them to underestimate holistic processing. (PCB)

Results of three experiments suggest that, in contrast to the claims made by Wimmer and others (1988), three- and four-year-old children understand that looking leads to knowing. The three- and four-year-olds' difficulty in the study lay mainly in the form of the questions that they were asked. (RH)

Reviews "The Mind's Staircase: Exploring the Conceptual Underpinnings of Children's Thought and Knowledge," edited by Robbie Case. A main thesis of the book, which discusses theoretical issues and presents empirical evidence, is that children's cognitive development is guided by central conceptual structures, or networks of concepts that…

Two experiments examined the role first, third, and fourth graders' intuitive theories about a subject played in their concept formation about the subject. Found that elementary school children can use theories to link together specific features associated with individual concepts. (MDM)

A total of 23 preschool and 23 fifth-grade children and their mothers judged the acceptability of corporal punishment as a function of the type of transgression and discipline agent. Preschoolers showed broad acceptability for severe corporal punishment for any type of transgression and by any agent, whereas fifth graders were generally…

Discusses students' preconceptions of randomness and offers an alternative way to think about the concept using the idea of complexity. That is, the randomness of a sequence can be measured by the difficulty of encoding it. Methods of judging complexity and implications for teaching are discussed. (Contains 30 references.) (MKR)

Conceptualizing adult learning draws on two types of analysis: (1) describing and understanding practice and (2) discourse analysis. These forms of analysis are linked to modern and postmodern perspectives. (SK)

Presents an argument for viewing library work in terms of "whereness" (location) and "whatness" (identity), highlighting issues of hate literature, censorship, power, and filtering software. Applies Lewis and Wigen's ten principles of critical metageography to library professionals and paraprofessionals in order to extrapolate…