Kindergarten Teachers and Classrooms: A Transition Context

Demographic and structural features of kindergarten classrooms are described using data from the National Center for Early Development and Learning's (NCEDL) Transition Practices Survey, a nationally representative survey of kindergarten teachers (n=3595), as a first step in investigating the context of the transition to kindergarten. Findings indicate that kindergarten teachers have a lot of education and experience, but lack specific training on facilitating transitions to kindergarten. Kindergarten classrooms generally meet National Association for the Education-of Young Children (NAEYC) (Bredekamp & Copple, 1997) guidelines for class size, but are larger than some research indicates is optimal (Mosteller, 1995). All estimates are presented for the overall population and by metropolitan status, district poverty, and minority enrollment. Few differences were found between subgroups on teacher education, experience, transition training, or class size.     

Implementing individual and small group learning structures with a computer simulation

The purpose of this study was to investigate the effects of implementing individual and small group learning structures with a computer simulation in accounting. College students used one of three learning structures with the simulation: (a) an individual structure, (b) a small group structure with extensive interaction, or (c) a small group structure with occasional interaction. Results indicated that performance scores were high regardless of learning structure. However, students who worked alone expressed significantly more continuing motivation for their learning structure than students who worked with a partner. Responses to student interviews revealed somewhat mixed feelings for the small group structures. Observation data indicated that students who used the extensive small group structure exhibited significantly more discussion and provided more answers to their partners' questions than students who used the occasional group structure. Implications for implementing small group structures with computer-based instruction are provided.     

A group math intervention: The modification of cover,copy, and compare for group application

A drill and practice intervention was applied in a small-group setting to improve students' fluency (accuracy and speed) with basic math facts. The Cover, Copy, and Compare intervention (Skinner, Turco, Beatty, & Rasavage, 1989) was modified and implemented with a small, middle school Chapter I math class. Data are presented showing digits correct per minute (DCPM) using a multiple baseline design across sets of division facts. Component parts of DCPM, speed and accuracy, are further discussed. Results of this study provide the scientist-practitioner with ideas about implementing group interventions using drill for math facts. Ways to refine the intervention based on baseline data are discussed.     

Doing a science project: Gender differences during childhood

By adolescence, men's participation and achievement in science exceeds women's. This article reports a case study that examined the beginnings of this gender differentiation during a naturally occurring academic activity that was designed to support and guide young children's interest in doing science. Data were collected during 2 successive years of a science fair for children in Grades 1–6 of a progressive private school. A total of 268 projects were characterized in terms of achievement and area of science. Parents provided information about the way children selected and created projects. In both years and in all grade levels, boys tended to choose to work in the physical sciences, and girls in the biological and social sciences. Peer collaborations were exclusively same sex. Achievement and parental involvement were not gender related. Factors are discussed that might lead to an early divergence of boys' and girls' interests in science within a context that promotes its exploration. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 845–857, 1998.     

Globalization of Education in Spain: From Isolation to Internationalization to Globalization

This article explores the recent past of Spain and how the Spanish embrace of globalization tendencies has been generated by internal problems. These include the remaining legacy of Franco's re´gime, a declining university-age population, and the perceived need to participate, at an international level, in academic-sponsored research.