The "contextual hypothesis" of French and Brown (1977) concerning children's acquisition of temporal terms was tested. French and Brown claimed that it would be impossible for children to learn the meaning of temporal terms except by hearing them used in contexts where they referred to already known sequences, and further proposed that the terms…

The moral judgments of 22 parochial school second graders and 20 public school children of similar age and intelligence were compared in this study. The children were read 12 moral judgment stories of either negative intention and positive consequence or positive intention and negative consequence. Story content included either damage to personal…

Describes children's views of the contexts surrounding their writing and examines five contextual factors: ownership, setting, audience, purpose, and genre.

The testlet, a bundle of test items, alleviates some problems associated with computerized adaptive testing: context effects, lack of robustness, and item difficulty ordering. While testlets may be linear or hierarchical, the most useful ones are four-level hierarchical units, containing 15 items and partitioning examinees into 16 classes. (GDC)

Discusses three facets of reading-writing relationships: (1) the processes underlying reading and writing; (2) the communicative contexts influencing reading and writing; and (3) the learning outcomes derived from reading and writing, including the influence of reading upon writing and writing upon reading. (MM)

Third- and fifth-graders, like adults, quickly named words preceded by either an incongruous or a normal incomplete sentence. Results (1) support the assumption that context effects on children's word recognition are caused by spreading-activation and expectancy-based-attentional processes operating simultaneously and (2) indicate that word…

This paper highlights an attempt by two grade 8 teachers, Bulelwa and Kevin, to draw in the everyday in the teaching of mathematics. Though located in different South African contexts and settings, both teachers tend to enable their learners' access to mathematics by rendering the everyday inauthentic. I argue that inauthenticating the everyday is…

This paper identifies philosophical, theoretical, and research foundations of counselor education and drawing parallels between the art of counseling and the art of counselor education. It is argued that counselors have many skills that are transferable to the classroom and that an exceptional learning environment is created when counselor…

This statement abstracts the theoretical framework for the Appalachian Collaborative Center for Learning, Assessment, and Instruction in Mathematics (ACCLAIM). ACCLAIM's mission is the cultivation of indigenous leadership capacity for the improvement of school mathematics in rural places. The mission addresses local organizational ability to (1)…

Two studies suggested that measures of parenting behavior should be differentiated according to source of information (maternal report, interviewer rating) and the context (naturally occurring situation, structured situation). Study 1 used data from an interview portion of the JOBS Child Outcomes Study, whereby mothers and interviewers documented…

This study explored the moral features of mentoring that emerged when mentors in the Arc Mentoring Program (AMP) worked with new teachers in a challenging, high needs urban context. The AMP is committed to retaining new teachers, supporting their professional growth, and acting as a catalyst for enhancing the school's professional culture. AMP…

Based on extensive interviews with Latino and Latina students and faculty, this book introduces a theory of "multicontextuality" that proposes that many people learn better when teachers emphasize whole systems of knowledge and that education can create its greatest successes by offering and accepting many approaches to teaching and learning. The…

This study examined whether the effects of context variables (i.e., perceptions of environmental factors) on student motivation are mediated by personal variables. It was hypothesized that effects from context variables are weak and would be totally mediated by personal variables in the beginning of the first high school year. It was also…

Investigates complex usages of language at home and school in spontaneous conversation of 30 girls four years of age, their mothers, and their teachers. While significant social class differences were found, in their own milieu working-class children displayed all essential verbal cognitive skills. Findings discussed in relationship to the…

Unclear professional norms create problems of role conflict for program evaluators. Four circumstances that produce role conflict and suggestions for dealing with each one are examined. The influence of organizational context on role conflicts is also considered. (Author)