Learning progressions, or representations of how student ideas develop in a domain, hold promise as tools to support teachers' formative assessment practices. The ideas represented in a learning progression might help teachers to identify and make inferences about evidence collected of student thinking, necessary precursors to modifying…

One of a series of seminars on Head Start research, this paper deals with the potential contribution of teacher style to classroom management. It is suggested that studies be designed to (1) compare and describe preschool and primary programs, (2) develop a standard system of notation for recording behavior in classrooms, (3) determine the effect…

In this study of 40 fourth graders and two teachers, the influence teacher ideological differences have on how children learn to write during classroom lessons was investigated. Analysis of narrative compositions based on a picture sequence revealed significant differences between student compositions for an academic teacher and a…

This document reports on an observation instrument and data obtained over 2 years as part of the national evaluation of project Follow Through. Data was collected from 70 kindergarten and first grade classrooms involved 7 different experimental programs and including 2 comparison (control) classrooms. The primary instrument used to measure teacher…

Suggests that learning comes about by recognizing anomalies, experiencing doubt, and making subsequent changes, and uses a study undertaken in a classroom for learning disabled students to illustrate. (JC)

A review of 110 studies of bilingualism and bilingual education or related topics focuses on investigations of the effects of bilingual education and bilingualism on the academic and cognitive development of children and young adults. The review is divided into sections covering: speaking; listening; writing and language skills; reading; general…