Relationships among individuals' foreign language learning experiences, their beliefs about the effectiveness of language learning strategies, and their definitions of the learning task were studied for 194 college students. Results confirm that language learning experience is related to strategy beliefs. Implications for educational practice are…

This paper examines changing definitions of quality as they have been applied to British teacher education in the 1980s, focusing on the viewpoints adopted by government agencies and in public policy. Current and potential problems with the lack of consistency or consensus and the profession's inability to establish criteria are discussed. (MSE)

Finds that a combination of high letter-sound knowledge and print feedback facilitated awareness of phonemes among nonreaders, but awareness of rhymes was not facilitated by high letter-sound knowledge or print feedback. Suggests that the definition of literacy used with bidirectional, causal models of phonological awareness be expanded. (RS)

To develop a perspective for assessing the effectiveness of developmental education, we must develop definitions, values, and criteria that permit consistency in analyzing students' learning needs and educational outcomes and in comparing research on developmental education. Research literature shows that a lack of consistent perspectives for…

Issues in the use of teacher productivity as an aspect of teacher evaluation are discussed, focusing on defining and measuring productivity. The underlying belief is that the central question driving education and teacher evaluation should focus on what teachers and schools can accomplish with students. (SLD)

Provides a definition and description of the response process and a description of the teacher's role. Describes ERMAA (experiencing the literary work, responding, mapping and analyzing multiple responses, and affirming the inherent individuality of response), a one-week strategy designed to facilitate literary response in the classroom. (RS)

Describes special education in Spain, specifically for children with learning disabilities (LD). Discusses the broad definition used in Spain, relevant Spanish legislation, and proposed school reform. Also described are the support services model, assessment practices, and instructional approaches for LD in Spain. Educational implications of…

Draws on research with Brazilian street children to present methodological and ethical challenges inherent in research with street children; provides suggestions for overcoming these challenges. Issues of concern include the following: definition and sampling, and lack of clarity in these areas; measurement aspects, including surveys,…

Maps out the rationale and scope of this special edition of the journal, focusing on international developments in inclusive schooling. Describes the debate surrounding the search for an appropriate definition of inclusion. Gives consideration to some of the main issues emerging from the literature on developing inclusive schooling. (DSK)

Reviews the methods, technologies, and operating tenets of case studies of reading disabilities completed during the late 19th and early 20th centuries. Results suggest that the assumptions of anatomical and functional modularity for cortical processes become guiding principles for diagnosing and correcting reading difficulties. (Author/CR)

A study examined comorbidity of the five federal definition characteristics among 1,352 students already identified as having emotional disturbance (ED). The extent of comorbidity of ED characteristics was related to the criterion for deviance and to each of the selected student variables, particularly school level and educational placement.…

Investigated definitions and perceptions of multicultural education among 103 preservice early childhood education students. Found that students' definitions illustrated minimal understanding of multicultural education, limited to race and ethnicity. Most students constructed their definitions from college courses. Participants witnessed…

Current research supporting the language basis of dyslexia is reviewed, suggesting that phonological processing deficits are at the core of dyslexia and less pronounced reading problems. The role of higher-level language functioning and phonological processing is considered in an expanded view of the language basis of reading disabilities.…

Basic information for regular classroom teachers with students who are both gifted and learning disabled covers definition of this population; incidence; characteristics; and six teaching strategies, such as flexibility in how student demonstrates mastery of material, adapting for reading differences, and using attention-directing techniques. A…

This article discusses a family-centered approach to assistive technology assessment for young children with mental retardation or developmental disabilities and their families. After a literature review, legal definitions of assistive technology are examined, and a model is presented for supporting and involving families in technology assessment…