Preschool Center Quality and School Readiness: Quality Effects and Variation by Demographic and Child Characteristics

This article examines associations between observed quality in preschool center classrooms for approximately 6,250 three‐ to five‐year‐olds and their school readiness skills at kindergarten entry. Secondary analyses were conducted using data from four large‐scale studies to estimate the effects of preschool center quality and interactions between quality and demographic characteristics and child entry skills and behaviors. Findings were summarized across studies using meta‐analytic methods. Results indicate small, but statistically significant associations for preschool center quality main effects on language and mathematics outcomes with little evidence of moderation by demographic characteristics or child entry skills and behaviors. Preschool center quality was not reliably related to socioemotional outcomes. The authors discuss possible explanations for the small effect sizes and lack of differential effects.     

Visual Attention to Global and Local Stimulus Properties in 6‐Month‐Old Infants: Individual Differences and Event‐Related Potentials

Event‐related potentials (ERPs) were utilized in an investigation of 21 six‐month‐olds’ attention to and processing of global and local properties of hierarchical patterns. Overall, infants demonstrated an advantage for processing the overall configuration (i.e., global properties) of local features of hierarchical patterns; however, processing advantages were found to vary based on individual differences in look duration. Short‐looking infants showed differences in the negative central ERP component and the late slow wave (LSW) indicating greater attention to and discrimination of changes in global properties. Analysis of the LSW revealed that long‐looking infants discriminated changes in local features, but did not discriminate changes in global properties of visual stimuli. These findings indicate that short‐ and long‐looking infants utilize different approaches when processing hierarchical patterns.     

Mnemonics for the Middle Grades

Mnemonics represent a diverse group of research-based instructional methods with wide application for middle school teachers and students. Teachers can model how to use mnemonics and infuse them in their instruction. Students can use mnemonics as a study skills memory prompt in any class. Due to their potential as a highly effective instructional and learning tool, this article provides information about mnemonics with instructional tips and examples for middle level teachers.     

Using Cue Cards in Inclusive Middle School Classrooms

With the increase in the number of students with disabilities receiving the majority of their instruction in inclusionary settings, middle school teachers are seeking effective methods that support all learners. Cue cards are a flexible instructional tool that middle school teachers can use to differentiate instruction. This article describes cue cards and provides examples based on middle-level common core state standards.     

Toward a theory of experiential instruction

Attention to experiential instruction is needed if the learning process is not to be left totally to chance. This paper proposes a theory of experiential instruction based on ideas of Jerome Bruner. Four general requirements of a theory of instruction (attention to the learner's predisposition to learning, appropriate structuring of knowledge, meaningful sequencing of concepts and timely feedback) are examined in light of the instructional role in experiential settings. The discussion concludes with a call for research and development to refine and improve the practice of experiential instruction.This paper will appear in somewhat different form in a volume tentatively entitled Service-Learning in Higher Education: A Guide for Faculty, currently being prepared for the National Student Volunteer Program, a part of ACTION. The author extends his appreciation to NSVP staff for permission to adapt ideas originally developed for work contracted to NSVP. The ideas and opinions in this paper do not necessarily reflect the position or policy of NSVP, ACTION or the Northwest Regional Educational Laboratory, and no official endorsement should be inferred.This article is based on a presentation at the 1978 SFEE/NCPSIP annual convention.     

The ADAPT Program: A Developmental Approach for Serving Profoundly Disturbed Children

The need to provide educational and therapeutic services for profoundly emotionally handicapped children has been well documented in the professional literature. The purpose of this article is to describe a local program for this population of children. The program, known as ADAPT, is operated by the Hillsborough County School System in Tampa, Florida.     

Connecting Points: Teacher Decision-Making About Student Data-Collection Technology

Journal of Science Education and Technology - For today's classroom teacher, faced with the prospect of selecting and using data collection technology, a number of questions are emerging,...