The imaginative use of resource persons, field trips, and mentor arrangements by regular and special education teachers can be highly effective in stimulating gifted students' interest in school and commitment to learning. (Author/SB)

This article focuses on the teaching and learning of historical material among young children aged five to seven. It examines present practice, its underlying assumptions and what happens in the classroom, and makes some sggestions on content and methods for history instruction for this age group. (Author/SJL)

Presents a learning activity to involve 9-11-year-old children in history writing. Children toured Portsmouth, N.H., interviewed residents, inspected historical documents and artifacts, kept field notes, and wrote a final narrative. Applicability to other sites is favorably assessed. Reference materials for a case study of Portsmouth are supplied.…

Describes a student field project involving the estimation of a maximum rate of erosion for a local area. Identifies the factors influencing erosion and outlines the method of investigation. (GS)

The role of the social group in learning at science centers is discussed. The author emphasizes that science centers can contribute to formal science education, although the environment is informal and the learning is not sequential. (Author/SA)

Suggestions for a geometric walk outside the classroom are given. The suggestions include: questions concerning functional shape, aesthetic shape, and geometric vocabulary; sketching a map; and activities to be conducted in the classroom after the walk. (MK)

A week-by-week readiness program for preschool and early primary children. (Editor)

Two vocational agriculture teachers discuss long term planning, student eligibility, final planning, and overall value of 4-day summer trips to points of agricultural interest throughout the State of Oklahoma. (JT)

Documents the involvement of a class in Oregon in environmental issues. Beginning with observations in a streamside area, students acquire a permit to do some maintenance and development on the site for wildlife. (DDR)

Whether planned or spontaneous, walks offer young children unexpected pleasures and discoveries about their environment. This article describes five strategies for using walks in early childhood programs (plan, gather information, develop safety rules, integrate with the curriculum, assess what has been learned), as well as specific indoor,…

Presents a study to design and conduct a three-hour field experience for 3rd and 4th grade students on forestry and forest products, and to determine the cognitive effects of participation in this field trip on the children. Reports an increase in student knowledge after participating in this experience. Discusses the reasons for students'…

Presents several points to consider when children are taken outside for class. Tips relate to having clear expectations, practicing and modeling activities, and communicating strategically. (DDR)

Advances an approach to analysis of discursive intercontextuality through theories of space-time production. Argues management of multiple contexts within school-related discourse is an important means of discursively producing identity, agency, and power relations. Draws data from an ethnographic and discourse-based study of an extended school…

Explains how to organize a successful field trip supporting the National Science Education Standards for 200 students. Describes what to do regarding rules, funding transportation, lodging, food, group assignments, planning for free time, chaperones, and discipline. (YDS)

Describes kindergartners' responses to a visit to an old, inner-city cemetery. The visit acquainted children in early childhood programs with the concepts of death, burial, and the rituals related to them. (RJC)