Presents a frame of reference which can be used to evaluate the seriousness and implications for treatment of emotional and behavioral problems occurring in preschool, school-age, and adolescents. Provides examples of common problems at different ages and guidelines for working with parents. (AH)

Argues that J. R. Kendall and J. Hood have not clearly demonstrated that contextual strategies play a significant role in the ability of some disabled readers to understand passages, as well as or better than other students, although they read with less word recognition accuracy. (HOD)

While several of M. W. Sadow's arguments in the previous article convince the authors that poor contextual processing ability cannot account for the subjects' poor reading ability, they reject her argument that good contextual processing ability provides evidence of satisfactory passage understanding. (HOD)

Aside from being an invasion of privacy, values clarification exercises are inappropriate for most elementary students who, still in the concrete operations stage of mental development, are incapable of generalizing moral principles. It would be better to teach concrete problem-solving processes until the formal operations stage is reached. (SJL)

Uses a critical postmodern analysis to examine the range of thinking and contemporary practice in the field of service learning. Introduces a new schema, discourse-praxis community, as a way to conceptualize the field and to reexamine issues such as diversity, historicity, conflict, and power. (SM)

Discusses various issues in equating large-scale writing assessments and the implications for performance assessments in other disciplines. Issues include defining the underlying construct, the nature and effect of the assessment task, the assessment context, the scoring system and scale size, judge characteristics, and student characteristics.…

A teacher describes her experience applying the Foxfire approach to a particularly unruly fourth-grade class. A trip to an old-growth forest caught their attention and became their learning laboratory for the year. Practically every project they did focused around the forest, and they became a productive, hard working class. (TD)

In a letter to a student with disabilities who is included in mainstream education, a school psychologist shares issues, concerns, and insights about their year together. The letter examines what this student taught school personnel and peers and explains that inclusion is nothing more than quality education for all students. (SM)

Analyzes why so many adults are inactive by examining how children are introduced to physical activity, focusing on two behavioral principles that are germane to turning children on to physical activity (fun and self-worth), reviewing practices that violate these principles, and speculating about why the principles get violated. (SM)

Considers the need for a definition of "whole language" and difficulties involved with such a definition. Characteristic experiences in whole language learning communities are discussed. A case study is also provided. (Author/BB)

Violence in all settings has reached epidemic proportions. Most shootings are committed by friends or relatives following an argument or when playing with guns. The public needs education about nonviolent ways of coping with anger and about the high cost of gun violence. Suggestions for avoiding gun violence and the PTA position on firearms are…

This article explores the principles of inclusion and least restrictive environment (LRE) for disabled students in physical education, discusses relevant legislation, examines how the term mainstreaming complicates accurate interpretations of LRE, notes how rules governing individualized education programs in physical education help clarify…

Discusses racial stereotyping in White elementary schools, describing one child's early stereotyping and examining research on stereotype acquisition by 8- to 12-year olds in schools serving a monocultural area. Whole school policy, curriculum planning, resource examination, and community liaisons are recommended as beginning solutions to the…

A third-grade teacher and her students used the Foxfire practice of reflection to analyze student projects in reading. Analysis of student comments and levels of participation indicate that elementary-age students are capable of using high-level thinking skills to improve the quality of their work. (LP)

Provides counselors with the foundations of group theory and practice specifically geared toward meeting the needs of school children growing up in chemically dependent homes. Information is geared toward late elementary and early middle school grades. Examples provided reflect work with that age group, but counselors can use materials with other…