States that college and university students who participate in collaborative-learning programs tend to show higher levels of achievement than do their peers in more traditional classroom settings. Focuses on methods and strategies for assessing student interaction in collaborative-learning settings and portrays verbal-interaction analysis as a…

Discusses the concept of teacher as coach for 11- to 14-year-old Montessori students writing poetry. Notes the children's need for nurturing at this sensitive age and the coach's process of acknowledging the universal and poetic in them. Presents samples of children's poetry to show how development and self-expression are fundamental partners in…

Reports on a study that examined the level of instructional use of the Internet among science teachers involved in an inservice professional-development project (n=90). Finds that classroom access, instructional experience using the Internet with students, availability of resource support, and number of teacher users at school are the best…

Describes the first year of an ongoing professional-development project that engaged 37 middle school teachers in roles that promoted them as active learners and decision makers. (ASK)

Reports selected findings from a study of number-sense proficiency in students aged 8 to 14 years in Australia, Sweden, the United States, and Taiwan. Comments on the meaning and importance of number sense, the development of the assessment instruments, and student responses to the items. Discusses some implications for classrooms. Contains 39…

Describes a problem-solving-oriented teacher-inservice program designed to provide opportunities that allow elementary teachers to focus on personal experience as a way of achieving self-understanding and a way of reconstructing their personal meanings about problem solving and problem-solving instruction. Concludes that the program had positive…

Responds to Sweet's (Steven) essay on radical pedagogy in the teaching of sociology. Discusses issues related to the degree to which sociology instructors are normative and radical; problems and potential of the radical ideal; and the radical dilemma of power in the classroom. (DSK)

Employs a survey of institutions accredited through the National Association of Schools of Music to determine the purpose, format, and content of courses available to undergraduate elementary education majors. Finds greater agreement among instructors of fundamentals courses than among instructors of methods or combined courses. (DSK)

Describes a powerful combination of technology and teaching in Orange County, Florida, that has raised the reading scores of struggling students by as much as two grade levels each year. The project features an interactive software system and a literacy workshop model. It strives to help students overcome two common problems: lack of reading…

Investigates whether supervisors of counselors in private practice consider themselves to be personally responsible for the work of their supervisees, what responsibilities they consider themselves to have, and how they manage their responsibilities. Participants indicated a preference to supervise only those counselors in whose work they already…

To minimize the negative impact of handwriting and spelling difficulties of students with learning disabilities, it is proposed that explicit and systematic instruction, as well as incidental or natural learning approaches be used to maximize the development of these two basic writing tools. These approaches are examined. (Author/CR)

Describes the development of "The Behavioral and Emotional Rating Scale: A Strength-Based Approach to Assessment" for use with children with special needs. Reports on several pilot studies conducted to establish the scale's validity prior to the scale being normed on a nationally representative sample. These studies addressed content…

Focuses on children with learning disabilities in the context of family. Discusses family influences on development and explores three levels of approaches for describing and understanding families: structural components, family climates, and family daily routines. Implications for assessment and intervention planning are discussed. (Author/CR)

Provides a rationale for content-based instruction and demonstrates how project work can be integrated into content-based English-as-a-Second-Language classrooms. Outlines the primary characteristics of project work, introduces project work in its various configurations, and presents practical guidelines for sequencing and developing a project.…

Discusses the incorporation of content-based instruction in the English department of one school. As a result, verbal interaction was increased. With this success, the use of narratives was implemented in a whole-language project, with an emphasis on discourse analysis, specifically story grammar. (Author/VWL)