Introduction: There are major differences when children with blindness perform construction tasks using haptics, without relying on sight, compared to when children with typical vision perform them through sight. When using sight, in all of the processes, the overall image can be grasped simultaneously while executing the task. When using haptics,…

This study highlighted the characteristics and patterns of preservice teachers' informal formative assessment conversations woven into mathematics classrooms. Participants were four preservice teachers from an elementary mathematics methods course whose videotaped lessons were analyzed using an analytic framework based on Initiation, Response and…

What is the appropriate unit of analysis for the study of classroom discourse? One common analytic strategy employs individual discourse moves, which are coded, counted and used as indicators of the quality of classroom talk. In this article we question this practice, arguing that discourse moves are positioned within sequences that critically…

As collaborative learning is actualized through evolving dialogues, temporality inevitably matters for the analysis of collaborative learning. This study attempts to uncover sequential patterns that distinguish "productive" threads of knowledge-building discourse. A database of Grade 1-6 knowledge-building discourse was first coded for…

This article outlines a sequential approach to unit and lesson planning for conceptual teaching in general music classes. Guidelines for the writing of well-articulated instructional objectives are provided. Two appendices show models of a unit plan and a lesson plan in which the assessment of objectives is clearly tracked and alternative…

Classifies various syntactic structures normally included in sentence-combining instruction into five categories: coordinates, adverbials, restrictive noun modifiers, noun substitutes, and free modifiers. Within each category, structures are further divided into three levels to provide teachers with guidelines for planning instruction. (RH)

Describes the curriculum used in Kentucky to study the history, geography, economics, and politics of that state. Gives information about state studies in the contiguous states of Illinois, Missouri, Indiana, Ohio, Tennessee, Virginia, and West Virginia, focusing primarily on state-authorized curriculum guides. (RKM)

Examines the historical development of the expanding environments sequence in the elementary social studies curriculum. Concludes that the sequence is obsolete because it is based on the discredited idea that children relive the cultural history of their race as they develop. Argues for abandonment of expanding environments sequence because of its…

Describes the evolution and growth in popularity of the expanding environments framework for elementary social studies. Its reliance on developmental psychology and its portrayal of an artificial, conflict-free world suggest flaws of major dimensions. Concludes that the near-universal adoption of the expanding environments approach may sustain its…

Presents many activity ideas for teaching young children about time using chronological events, clocks, and calendars. Jerome Bruner's enactive-iconic-symbolic sequence of concept development is used as a guide for these learning experiences. (LP)

Sequence errors may be reduced by allowing students to perform a chained task in any functional order. This study, involving four elementary-aged students with moderate intellectual disabilities, found that tasks taught with functional procedures were acquired in fewer sessions, in less time, and with fewer errors than tasks taught in a specific…

Presents a theoretical model for the process of political learning in children and from this draws implications for practice in terms of a sequential curriculum framework. (SJL)

Measured children's (n=182) competence at syllogistic reasoning and in solving a series of problems requiring inductive reasoning. Reports that syllogistic reasoning and inductive reasoning were significantly correlated with both simultaneous and successive synthesis. Provides a basis for understanding the roles of spatial and verbal-logical…

This study found that a group of 20 children (ages 6-12) with autism and a group of 20 children with developmental receptive language disorder both manifested a relative sequential processing deficit. The groups did not differ significantly on overall sequential and simultaneous processing capabilities relative to their degree of language…

Shows how teaching mathematics helps in teaching reading sequence skills. Asserts that students who can write a mathematical sentence, reconstructing the series of events in a verbal problem, can transfer those skills to develop the reading skill of time-order sequence. Illustrates this strategy with three examples of mathematical sequence problem…