Describes a teaching approach used in introductory classes in literature and political science based on the assumption that technical academic skills must be developed simultaneously with the processes of critical thinking. Course content and methods of presenting and analyzing material for each course are described. (DR)

Summarizes major points of NAEYC's revised position, describing how the revision builds on and expands the previous document through the growing knowledge base and the input of practitioners who used the original publication. Discusses the historical context within which the position statement was written, and summarizes the revisions. Discusses…

The experience of development assistance (donor) agencies with the monitoring and evaluation of their projects in the developing countries is reviewed. The concepts and definitions of monitoring and evaluation are traced and problems and issues that emerged in the 1970's are reviewed. Future directions are discussed. (SLD)

Determining which program evaluations in developing countries are appropriate/feasible for randomized experiments to plan and evaluate social programs is discussed. Five threshold conditions are defined. Reviews of experiments from Barbados, China, Colombia, Kenya, Israel, Nicaragua, Pakistan, Taiwan, and the United States illustrate the issues…

Lists and explains the necessary requirements that should be included in a women in development course. States that students should receive a strong foundation in theories in women's subordination and be able to make connections between theory and practice through reading, discussions, and writing assignments. (GG)

Summarizes a study comparing effects of three different preschool models on urban public school children's success. Children enrolled in child-initiated programs mastered more basic skills than those in academically directed or middle-of-the-road classrooms. By fourth grade, the negative effects (lower scores and maladaptive behavior) of overly…

To enlist the whole community in educating children, educators must expand their vision of family and community involvement, build new kinds of "doors" and "windows," and develop new mindsets about families, communities, and schools. Effective partnership practices are developmental, responsive, and student-centered. Some…

Describes developmental guidance unit on topic of money for grades six and seven. Describes class discussion format used to conduct two sessions helping students explore, understand, and develop coping skills regarding money issues. Notes that students worried about money, understood why people overspend, and developed ways of earning and saving…

Notes that, in working with prekindergarten children, elementary counselors may integrate such therapeutic approaches as play techniques, affective education, behavior modification, bibliotherapy, relaxation training, and family counseling. Focuses on benefits of developmental play counseling and affective education with young children. (NB)

Whole language supports a grass-roots approach to teaching through student writing that combines reading and writing across the curriculum with literature and interdisciplinary units. The whole-language approach has great value at the middle level but is time-consuming and requires considerable staff development and administrator support. (MLH)

Program for Assessment and Support is an early intervention program for at-risk children in the Aurora (Colorado) Public Schools. PAS teachers work side-by-side with regular classroom teachers, concentrating on children needing extra background and support. Key elements are high expectations for students, a developmental curriculum, cooperation…

Recent research supports Vygotsky's "zone of proximal development" theory; children receiving peer assistance can stretch their learning beyond their individual accomplishment. A study of a multiage classroom revealed three strategies used by children working together to solve math problems--modeling, tutoring, and pairing/sharing…

Describes a study examining the relationship between instructors' attitudes to students' ratings of the instructors in remedial and developmental studies courses. Indicates that "instructor concern" for students and 12 associated characteristics were the most important factors identified by students. Discusses applications and implications of the…

Examines the relationship between self-esteem and affective variables (such as, text anxiety, mathematics anxiety, and academic autonomy) used to predict success among high-risk students. Indicates that significant positive correlations were found between self-esteem and academic autonomy, lifestyle choice, and interpersonal relationships.…

The purpose of this study was to assess how well the ASSET, COMPASS, and in-house readiness tests actually do in their placement of students into the algebra developmental courses. Specifically, the author collected and analyzed student data from these placement tools and the core final exams for MTH 03 and MTH 04 to determine how well these…