A schematic–Theoretic view of problem solving and development of algebraic thinking

This study explored the problem-solving schemas developed by 7th-grade pre-algebra students as they participated in a teaching experiment that was designed to help students develop effective schemas for solving algebraic problem situations involving contexts of (1) growth and change and (2) size and shape. This article describes the qualities and types of schemas that students developed through examples of problems used to develop schemas, examples of students' reasoning and writing, and excerpts from student interviews. Findings from the study indicated that there is a link between the type of generalizations students construct and the schemas they are forming. By using these schemas students recognize, extend, and generalize patterns and quantitative relationships both verbally and symbolically. This revised version was published online in July 2006 with corrections to the Cover Date.     

Learning in professional practice schools: Beyond clinical experiences and teacher workshops

Over the past two years, Florida State University's Science Education Program and Sabal Palm Elementary have collaborated to develop a PPS. The formation of the Sabal Palm PPS was not based upon a predetermined design nor has one group served as an authority to direct how the PPS ought to operate. The success of this model relies on PPS participants working collaboratively to establish goals and plans for actions to be taken to support teacher-learning. The Sabal Palm PPS continues to evolve as dynamic model for creating a center for teacher and student learning. The purpose of this paper is to discuss our involvement in the formation a PPS and implications for enhancing teacher education programs. Specializations: professional practice school development, teacher research, primary science education Specializations: environmental science, primary science education.     

Independent study in secondary schools

This paper reviews research and other publications on independent study in secondary schools in the United States appearing subsequent to the Alexander-Hines survey of the field in 1965–66. Particular attention is given to the rationale of independent study, types, characteristic features, independent study students and teachers, schedules, facilities, and outcomes. To the extent possible in the absence of another, more recent, comprehensive national survey, comparisons are made with the findings of the Alexander-Hines study. The state of the field, burgeoning but somewhat confused by the use of independent study as time rather than process, is summarized in a final section.

---

Résumé Cette étude passe en revue la recherche et autres publications sur l'étude indépendante dans les écoles secondaires aux Etats-Unis, parues consécutivement à l'exposé du sujet par Alexander-Hines en 1965–66. Une attention particulière est donnée à l'analyse raisonnée de l'étude indépendante, aux types, traits caractéristiques, étudiants et professeurs adeptes de l'étude indépendante, programmes, facilités et aux résultats. Autant que possible en l'absence d'autres études d'ensemble national plus récentes, des comparaisons sont faites avec les conclusions de l'exposé Alexander-Hines. La situation actuelle, bourgeonnante tout en étant quelque peu confuse par l'utilisation de l'étude indépendante en matière de temps plutôt que de méthode, est résumée sommairement dans le dernier chapitre.

     

The Case for ACES Program Accreditation

This article traces the historical development of professional standards and highlights some of the issues that have surfaced in the development process. Traditional and existing accreditation procedures are described as well as recent trends in national accreditation that may be conducive to ACES-sponsored accreditation of preparation programs. State models of program accreditation by California ACES and Wisconsin ACES are described. The relationship between program accreditation and counselor licensure is discussed, and the implication is drawn that licensure may be the catalyst for professional-program accreditation. It is concluded that ACES is the most appropriate professional association to assume leadership in the area of accreditation, and a series of recommendations is made for implementing accreditation.     

Factorial Effects of Testing Bilingual Students in Different Languages on a Spatial Task

Abstract The investigation sets out to examine the factorial implications of Whorf's hypothesis that a person's understanding of an idea is determined by the nature of the language used to communicate the idea. The hypothesis is investigated by examining the factor structures obtained by administering the same spatial test to students who were bilingual in a vernacular language and English. The analysis shows that for three different language groups there was one where the hypothesis was supported completely and two where it was supported partially.     

Conduct disorder and cognitive functioning: testing three causal hypotheses

The sample consisted of black adolescents who were members of the Columbia-Presbyterian chapter of the Collaborative Perinatal Project from birth to age 7. At age 17, subjects and their parents were administered a battery of instruments that included standardized psychiatric diagnostic interviews as part of a call-back study. Results from least-squares and logistic regression analyses were compatible with the hypothesis that deficiencies in cognitive functioning are causally related to adolescent conduct disorder as defined by DSM III. The results suggested that the relation of cognitive functioning to psychiatric status appears to be specific to conduct disorders. The results were incompatible with a "third" variable hypothesis (third factors included neurological status and environmental disadvantage) and the hypothesis that conduct problems lead to deficits in cognitive functioning. The 3 most (and equally) important factors in accounting for age-17 conduct disorder were cognitive functioning, parent psychopathology, and early aggression. A closer look at the data tentatively suggested that a broad deficiency in acculturational learning, rather than narrowly focused social cognitive differences or native endowment, constitutes a key element in the link between cognitive functioning and conduct disorder. Test bias was ruled out as a possible explanation for the results.     

Evaluation of a curriculum to support literacy growth in young children

This study of growth in literacy was conducted over a 5-month period in a preschool classroom in which half of the enrollees were Head Start children and the other half were tuition students. The literacy events of six children from this classroom were videotaped daily. Videotape data were supplemented by other data sources, including weekly collaborative meetings between the teacher and the researcher. Children were administered three literacy tasks at the beginning and end of the study to supplement observational data. Analysis of the data indicated that all six grew in their interest in and knowledge of written language. Implications for curriculum materials and experiences to support literacy growth were generated.