A survey of states (n=51) found less than half require prereferral intervention. In comparison to research in 1989, 13 states that previously did not have statewide mandates now do so, 4 states moved their policy from required to recommended, and 5 states moved from required or recommended to no mandate. (Contains references.) (Author/CR)

Discusses the mathematics learning related to NCTM standards that emerges as children engage in play in early childhood and kindergarten settings and offers suggestions for the effective use of play in teaching young children mathematics. Focuses on the use of blocks and manipulatives. Discusses how teachers' assumptions and mathematics knowledge…

An Oregon school district implemented an approach to reading that goes beyond instruction to prevention. Starting in kindergarten, the model features regular assessment, direct instruction, small-group instruction, and training for all teachers and assistants. At-risk kindergartners get extra reading instruction. Today, only 2 percent of kids…

A review of 2001 state policies on gifted education found that states varied on their definitions of giftedness. Twenty-seven mandate full or partial gifted education, 9 require an individualized education program for gifted students, but only 4 require gifted students and children with disabilities to be identified, located, and evaluated…

The genesis of a formal gifted education program in Nigeria is traced from the period of the articulation of a national policy on education, through the pioneer magnet school approach, to the establishment of an academy for gifted children in 1987. Issues and problems besetting gifted education are recounted. (Author/CR)

Summarizes progress made in meeting the communication needs of individuals with severe disabilities. Evidence is presented that supports best practices in the selection of: communicative functions, communicative modes and symbols, and instructional formats. The importance of social motivations for behavior and use of advances in augmentative…

Notes the municipal preprimary schools of Reggio Emilia, Italy, are attracting worldwide attention for extensively documenting children's experience, memories, thoughts, and ideas. Suggest this type of documentation contributes to early-childhood-program quality by enhancing learning, taking children's ideas and work seriously, providing…

Asserts that traditional teaching methods are unintentionally biased towards the elite and against many non-traditional students. Outlines several easily accessible changes in teaching methods that have fostered dramatic changes in student performance with no change in standards. These approaches have proven effective even in the fields of…

Suggests that both traditional ethics and values education fail in their dichotomous treatment of religion and spirituality. Describes an alternative approach to ethical and moral problem solving in the adventure milieu that incorporates participants' cultural religious traditions and allows the application of these forces and principles to…

A study explored gifted education in Slovenia and found the following positive developments: new school legislation that provides pupils with the possibility of acceleration, pedagogically important international expert scientific conferences on giftedness, introduction of financially supported additional classes for gifted elementary students,…

In an effort to find out what makes small schools work, teachers, administrators, and students from seven small high schools in seven states were interviewed. While each school was different, themes that surfaced included the presence of varied forms of small learning communities, personalized learning plans, learner-centered assessment and…

Describes a technique called compliment sandwich that enables students to evaluate their teachers. Explains that students write a letter to the teacher offering praise in the first and last paragraphs and include ideas for improvement in the middle paragraphs. Discusses lessons learned from this experience. (CMK)

Explores home-school relations by using three social psychology theories: (1) symbolic interactionism; (2) social exchange theory; and (3) reference group theory. States that these theories can contribute to the understanding and development of home-school relations in Hong Kong (China). (CMK)

This article describes legislative and policy provisions that support educational services for children with disabilities in Alberta. It presents an overview of present policy and examines how it translates into inclusive practices. Three collaborative initiatives are highlighted: collaboration with the Ministry for Children's Services,…

Offers five reasons to stop use of positive social reinforcement, or praise, with young children. Maintains that praise manipulates children by taking advantage of their need for adult approval and exploits that dependence for adult convenience, creates "praise junkies," steals the child's pride in his or her own accomplishment, reduces interest…