Describes a house, multi-grade-level organization in which six or more educational specialists form a team whose primary concern is fulfilling the scholastic needs of the approximately 120 individual students for whom they share responsibility. (For availability, see EA 507 405.) (Author/IRT)

Lists some ways that sequences were incorporated into mathematics lessons and explains a teacher's observations about the caliber of thinking and questioning that students develop as they learn appropriate ways to use numbers. Provides a number of questions that have been raised by students and the thinking prompted by a discussion of those…

Discusses examples of children's invented equal-sharing strategies that lay a foundation for reasoning about equivalence by connecting ideas from multiplication, division, and fractions. (KHR)

This article discusses the benefits of using a combined model of academic instruction that includes both explicit and strategic instructional procedures for teaching students with mathematics learning disabilities. It presents an overview of division instruction and interventions for teaching division that include explicit and strategic…

Presents an approach to help elementary school teachers understand the difficulties involved in division by zero. Teaching suggestions to help guide students are included. (YP)

Discusses arithmetic during long-multiplications and long-division. Provides examples in decimal reciprocals for the numbers 1 through 20; connection with divisibility tests; repeating patterns; and a common fallacy on repeating decimals. (YP)

The Vocational Preference Inventory was completed by 567 Indiana 8th graders and 419 11th graders (508 female, 478 male; 592 rural, 394 urban). Career interest scores were not uniformly lower for 11th graders, showing that career interests do not narrow considerably. Rural students had higher realistic interests; those of rural boys were more…

After secondary students completed the Gregorc Style Delineator, researchers analyzed differences in academic achievement related to cognitive style, gender, grade, and age. Patterns of cognitive styles differed from those identified by earlier research. Concrete-sequential students had the highest grade point averages. Females outperformed males.…

This supplement/newsletter contains booktalks, news, and other information of interest to librarians, teachers, and readers. Highlights include differences in successful booktalks for adults and for teenagers; booktalking during February as Black History Month; and reviews that focus on poetry and picture books for elementary students through…

This award list, arranged by state, includes titles of children's and young adult books chosen by children to receive awards over the past year. The listings include the name of the award, the age or grade level involved, and the most recent bibliographic information. (LRW)

Describes a study that explores secondary school students' conceptions of division by zero. Examines whether students identify expressions involving division by zero as undefined or tend to assign them numerical values. Studies students' justifications and analyzes the effects of age and level of achievement in mathematics on students' responses…

Pupils progress through a relatively small number of key stages called growth points in numeracy learning. Identifies growth points in developing numeracy and suggests that better support can be offered to children when teachers are aware of the growth points. (ASK)

Education has been one of the major tools used by the Indonesian government to impose Indonesian identity in East Timor. The lack of success of this approach and the nationalist sentiment of East Timor are described, drawing from interviews with refugees from East Timor who have settled in Portugal. (SLD)

Compares high-school dropout rates for boys versus girls in 45 schools with grade spans of 7-12, 9-12, or 10-12. For all three grade spans, boys had higher dropout rates than girls. Highest rates were in the 10-12 grade span; the lowest were in 7-12 districts. (Contains 13 references.) (MLH)

Three studies investigated 5- to 8-year-olds' ability to solve partitive division problems when presented with a concrete model of a problem. Children found it easier to solve problems in Grouping-by-Divisor condition than in Grouping-by-Quotient condition, although there was evidence of developmental improvement in tasks. Findings suggest that…