Presents a microanalysis of a segment of an adult English as a Second Language class in order to illustrate classroom interaction that combines the goals of negotiation among participants and explicit instruction on the formal features of language. The article urges teachers to microanalyze their classroom discourse in order to improve teaching…

This study analyzes how educational psychology texts use case materials to enhance transfer to application, describing four methods for using cases within instruction. The texts use very different case-based activities, each with strengths and weaknesses relative to placement in the text, instructional strategy, case content/structure, and…

Argues that an educational perspective is required for examining how second language acquisition (SLA) can contribute to language pedagogy (LP). Different models of application are considered, reflecting different ways of viewing teaching. It is suggested that SLA constitutes a source of "provisional specifications" that practitioners can evaluate…

Using life-history interviews with three tenure track teacher educators, this article examines teacher socialization experiences, investigating how life histories can highlight the process of becoming faculty, noting change efforts that may lead to radical reforms, and discussing whether schools of education merely perpetuate traditional norms and…

Juxtaposes different contexts in a teacher educator's life as kindergarten teacher, doctoral student, and beginning teacher educator, illuminating how these elements shaped her understandings of learning to teach within different contexts and noting how this story can help educators integrate narrative and paradigmatic ways of understanding…

A 2-year study evaluated the relationship among psychosocial adjustment, changes in academic skills, and contextual factors in 100 children (ages 7-11) with learning problems. Contextual variables were significantly associated with psychosocial adaptation, including the effectiveness of the clinical assessment, extent of academic support, and the…

In a study examining situational autobiography, a learner in a family literacy classroom completed three situational autobiography chapters and then explored the same themes with her children at home. Findings indicate that knowledge of learners' backgrounds is essential to providing quality education, and situational autobiography has a healing…

The interactions of 20 middle-class and 20 working-class Mexican American mothers and their 4-year-old children were observed during a school-type construction task (block building) and a home-type construction task (baking biscuits). Both task and socioeconomic status had significant effects on mothers' and children's conversations and behaviors.…

Discusses the need for treating students learning to write in English as a Second Language (ESL) courses with respect. Argues that ESL writers need to be understood, placed in suitable learning contexts, provided with appropriate instruction, and evaluated fairly. (nine references) (CK)

Examined how mathematical problems are articulated, i.e. identified and defined, in the context of a fifth-grade lesson on equivalent fractions. Notes that classroom discourse limited to serial tasks constrained students' opportunities to develop relational knowledge about the properties and principles of equivalent fractions. (38 references)…

Focuses on one target group of seventh-grade science students (N=19) who are working to achieve consensus and a coherent explanation of light and shadow effects. Articulates the beginnings of a framework for consensus building with inquiry discourse. Contains 41 references. (DDR)

Outlines a model for a contextual approach to preschool curriculum, considering its three main constructs: a child-centered approach, recognition of the interactions within the child's environment, and the provision of an active growth environment. Describes the influence of the child's social context, comprised of parents and teachers, on early…

Identified child and classroom characteristics accompanying complex peer and object interactions in ethnically diverse early childhood classrooms. Found that complex peer interactions were most likely for girls, especially English-speaking, when there was no teacher involvement, and in creative activities. Complex interactions with objects were…

Investigated are the context dependency and construct validity of practical skill assessment in science which may include the skills of observing, manipulating, planning, interpreting, reporting, and self-reliance. Pupil performance on a variety of practical tasks were compared with external examination grades in biology and chemistry. (CW)

A framework for evaluation of computer technology innovation in schools is described. The framework draws on theory and research concerning student learning, innovations, technology, and new evaluation approaches. A formative evaluation framework used at two elementary schools largely serving disadvantaged, minority students provides an…