The Relationship Between Elementary Principals' Visionary Leadership and Students' Reading Performance

This article focuses on elementary principals as instructional leaders, as well as public school initiatives and educational accountability in the United States. It presents the methodology, instrumentation, measures of academic achievement in Florida, data collection, and processing procedures. Finally, it presents data analysis, results of the study, implications, and recommendations for further research.     

Prenatal Risk and Infant Regulation: Indirect Pathways via Fetal Growth and Maternal Prenatal Stress and Anger

Pathways from maternal tobacco, marijuana, stress, and anger in pregnancy to infant reactivity and regulation (RR) at 9 months of infant age were examined in a low‐income, diverse sample beginning in the first trimester of pregnancy, with fetal growth and postnatal stress/anger as potential mediators, and infant sex as a moderator. Participants were 247 dyads (173 substance‐exposed infants). There were no direct effects of prenatal risk on RR and no moderation by sex. However, there were significant indirect effects on RR via poor fetal growth and higher postnatal anger. The study adds to the sparse literature on joint effects of tobacco and marijuana, and highlights the role of fetal growth and maternal anger as important pathways from prenatal risk to infant RR.     

Odds and Ends of Odds and Evens: An Inquiry Into Students' Understanding of Even and Odd Numbers

Differences in preservice elementary school teachers' perceptions between divisibility by two, or 'evenness' and divisibility by another number have been observed. This led to an inquiry into participants' understanding of the parity of the whole numbers. The results reveal that the equivalence of the number properties of being 'even' and being 'divisible by two' is not taken for granted. Rather, the parity is often perceived as a function of the last digit of the number. The extent of this perception is investigated. Some pedagogical approaches are considered.     

The emergent perspective in rich learning environments: Some roles of tools and activities in the construction of sociomathematical norms

The emergent perspective (Yackel and Cobb, 1996) is a powerful theory for describing cognitive development within classrooms. Yackel and Cobb have shown that the formation of social and sociomathematical norms, and opportunities for learning are intertwined. The present study is an attempt to extend the range of application of the emergent perspective to middle high school classrooms. The learning environments we consider are rich in the sense that (i) the tasks in which students are engaged are open-ended problem-situations (ii) the activities around the tasks are multiphased, consisting of small group collaboration on problem solving, reporting and reflection in a classroom forum with the teacher (iii) the tools used are multi-representational software. We identify here some practices rooted in such rich environments from which several sociomathematical norms stemmed. The present study shows that socio-mathematical norms do not rise from verbal interactions only, but also from computer manipulations as communicative non-verbal actions. This revised version was published online in July 2006 with corrections to the Cover Date.     

Robotics as a Tool to Enhance Technological Thinking in Early Childhood

Journal of Science Education and Technology - This paper presents findings regarding the addition of robotics education in kindergarten and elementary school as a tool for enhancing technological...     

What makes a counterexample exemplary?

In this paper we describe two episodes of instructional interaction, in which examples are used in order to help students face their misconceptions. We introduce the notions of pivotal example and bridging example and highlight their role in creating and resolving a cognitive conflict. We suggest that the convincing power of counterexamples depends on the extent to which they are in accord with individuals’ example spaces.     

From disturbance to task design,or a story of a rectangular lake

We present a story of a teacher educator’s response to a situation of contingency and describe how her experience enhanced her personal mathematical knowledge and influenced her teaching. In our analysis, we attend to different levels of awareness that support a teacher educator’s work and illuminate the qualities of a teacher educator’s knowledge, in particular, knowledge at the mathematical horizon.     

《口述历史编目手册》书评

美国档案学学者马特·马里恩以教科书式的方式呈现了口述历史工作从访谈、到数据储存、再到用户获取的全过程,从档案编目理论的角度对口述历史编目工作进行了系统性梳理.《口述历史编目手册》与实际操作紧密结合,对我国的口述历史编目工作具有借鉴意义,但是就图书馆的实践层面来看,来自社会媒体、编目外包、“问题意识”缺乏等带来的多重压力下,该手册的本土化应用有待进一步探讨.