Creation of a college classroom environment that is genuinely culturally inclusive requires leadership of faculty willing to make major changes in an entrenched, traditional academic culture, including a teaching approach combining personal caring with high expectations, incorporation of new knowledge into the curriculum, and authentic response to…

Examines the sociocultural-linguistic processes involved in writing stories in English and French for 2 bilingual children, aged 10 and 11, in Quebec. Points out differences between the children in their views of play, schooling, and story creation. Proposes a unity of process across both languages that is mirrored in the writing of first- and…

The articles of this special edition on education and development in adolescence share some common themes, raise points for debate, and offer new research ideas. Common themes emphasize the following: (1) diversity among adolescents; (2) simultaneity of multiple forms of development; and (3) multiple environmental influences on adolescents. (SLD)

The Seven Principles for Good Practice in Undergraduate Education assert that good practice (1) encourages student-faculty contact; (2) encourages cooperation among students; (3) encourages active learning; (4) gives prompt feedback; (5) emphasizes time on task; (6) communicates high expectations; and (7) respects diverse talents and ways of…

Presents a selective survey of cognitive assumptions informing experiential variation as a platform for consideration of contextual information seeking and the implications for providers of information. Information professionals must bridge intellectual and experiential differences in delivering needed information. Librarians must be literate…

A discussion of the Linguistic Coding Deficit Hypothesis presents an overview of the theory; describes five prototypes of second-language learners, each illustrated by a distinct language processing profile; and examines how the ability to identify prototypes can help teachers interpret student difficulties and design instruction to address them.…

If we define success as having all students perform at the same level at the same age, we magnify the effects of developmental differences and discourage those who are not advantaged academically. All students should receive the kinds of services the most advanced do now. (SLD)

Discusses the nature of prejudice and racism, and argues that there is no generalized prejudiced person, and there are no groups in which all prejudices are exercised by all members. For individual change or group transformation, people must have their specific desires analyzed. (SLD)

Kohn believes the "tougher standards" movement is incompatible with personalized learning, excellence, and marginalized kids' interests. Horizontal standards that shift how teaching and learning happen in classrooms are terrific, but vertical standards using traditional pedagogy are macho and mindless. Kids need freedom to design their…

Describes the first- and second-language literacy levels of a sample of Turkish children living in the Netherlands and identifies factors related to individual variation in literacy performance. Measures of school literacy were taken in both Turkish and Dutch. Results indicated that these children attained lower levels of literacy than did their…

Examined the relationship of environmental input to cognitive growth in language, spatial operations, concepts, and associative memory in children tested four times six months apart and differing in the amount of school input received. Found that children made greater growth over periods with greater amounts of school input for language, spatial…

Compared effects of a computer-assisted remedial reading program providing speech-supported reading in context with or without explicit phonological training. Found that phonologically trained second to fifth graders gained more in phonological skills and untimed word reading than untrained children. Children with more contextual reading gained…

This study investigated the utility of the self-regulation model of decision making for explaining and predicting adolescents' academic decision making. Measures included an assessment of decision-making skill; academic goals; select scales of Learning and Study Strategies Inventory; and teacher ratings of achievement behavior. Adolescents'…

Examined family and individual processes influencing the future expectancies of adolescents from an economically stressed rural community. Found that adolescents' expectancies about adult role transitions diverged from societal norms, with family background and relationships, adolescents' attitudes and behaviors, and educational aspirations…

Examined motivationally related variables among three types of students. In particular, students' perceptions of competence, control, and academic coping as well as parental, teacher, and peer autonomy support were investigated. Significant group differences were found on measures of perceived competence, academic coping, and parental autonomy…