Effects of adult mediation and literacy-enriched play settings in Head Start classrooms on environmental and functional print tasks were studied for 177 minority preschoolers in poverty. Results indicate that the active engagement of adult mediators in literacy-enriched office play settings influenced children's ability to read environmental…

Sections in this article discuss (1) Science Literacy Needs; (2) Science Education Goals; (3) National Science Teachers Association; (4) Science, Sequence, and Coordination of Secondary School Science (SS&C); (5) Philosophy of SS&C; (6) Geosciences and SS&C; and (7) Geoscience Organization Contributions. (PR)

This article discusses the benefits that can be derived from implementing adaptive computer training for visually impaired individuals in a group setting, independent from direct job placement concerns. Three student histories demonstrate the advantages of this approach to students' competence, self-esteem, and awareness of career options. (JDD)

Interviews with three kindergarten teachers examined the effect of an in-service program which introduced them to findings from emergent literacy research with a developmental perspective. Although subjects used teacher-led instructional methods, they considered active child-centered kindergartens preferable. They enumerated external constraints…

Discusses one approach found to be successful for teachers with little formal English-as-a-Second-Language (ESL) training and few ESL text materials to help their primary-aged ESL students to develop wide and varied uses of English. A discussion focuses on the use of wordless books in oral language and literacy development. (11 references) (GLR)

Survey asked 180 teachers of computer literacy courses for educators to rank the importance of various topics for inclusion in such courses and list one piece of software which should definitely be taught. Responses emphasized teaching word processing, database management, and spreadsheets. (SM)

Illustrates the way in which a first grade boy overcame his writing anxiety and progressed through initial attempts at writing with the guidance and support of his teachers. (BB)

The idealistic picture of the professor as teacher and researcher is examined. Each section of this article presents an argument against the overemphasis on research that is widespread at universities. (KR)

Basic Skills Assessment Program reading scores for all South Carolina students in grades 1-3 and 6 were analyzed. Failure to meet state standards was higher among younger, male, Black, and lunch-subsidized students. Risk of failure was still higher for younger students after controls for race, gender and lunch-payment status. (Author/PB)

Reviews contributions made by Marie Clay to the field of reading instruction and literacy. Maintains that Clay refused to be drawn into the battle between the phonics and "whole-word" approaches to reading instruction. Discusses the current status of language instruction in Great Britain and Clay's continuing significance. (CFR)

The progress of a Chicano prison inmate in a tutorial literacy course demonstrates ways in which writing can negotiate and reorganize race, class, gender, and power identities for both tutor and student, and legitimize the voice, native language, and discourse stance of the student. (SLD)

After outlining theoretical issues involved in the social construction of literacy, reports on a study of 16 third and fourth graders and their teacher. Found that children's active engagement with peers that focused on written texts was more important for certain aspects of literacy development than access to an expert, such as a teacher. (MDM)

Amid the United Nations Conference on Environment and Development in Brazil was the Global Forum, a gathering of representatives of more than 9,000 nongovernmental organizations (NGOs). Brazil's array of NGOs and grass-roots support organizations began developing in the early 1960s. The "pedagogy of the oppressed" developed by Paulo…

The five chapters and epilogue of this special issue present theoretical and empirical contributions on the relevance of attachment theory to cognitive development and education. A literature review is followed by explorations of attachment theory and emotions, cognitive development, literacy, and the communication effectiveness of the mother.…

Maintains that adult education is expanding at an ever-increasing rate in industrialized nations. Argues that this growth will have repercussions on all national educational systems. Concludes that a new dialog on the interrelationship between initial education and continuing adult education must begin. (CFR)