Describes a unit for third and fourth graders that begins with stimulating activities, progresses through activities designed to focus students' thinking, and culminates in prewriting/writing activities. A flow chart of the sequence is provided to aid adaptation for fifth and sixth graders. (RH)

Examines the influence of prior knowledge on the quality of fourth-grade students' responses to three process-approach tasks: writing, conferencing, and revising. Results suggest that prior knowledge is a significant factor in all phases of process-approach lessons. (NH)

This study examined role models presented in primary-, fourth-, and seventh-grade basal readers and across basal series. Findings conclude that since children are influenced by models, basal authors should include role models who read and write frequently, with pleasure and variety. Teachers should provide live modeling or point out basal role…

Explores relationships among student performance prior to instruction, problems students are assigned and performance after instruction in fourth-grade mathematics. Results indicate that assigning challenging materials may lead to notable gains on test of fourth-grade mathematics. Discusses implication of results for possible modification of…

Describes several facets of small-group instruction including teacher, group, and individual behaviors and use of time. Observational data were supplemented by teacher interviews concerning student groupings. Grouping practice appeared to result from decisions teachers made primarily on the basis of three factors: the teacher, the students, and…

Examined classroom task environments and their relation to elementary students' task-related beliefs. Found two dimensions of teachers' practice associated with desirable patterns of student beliefs: (1) extent to which information is structured to make it predictable and comprehensible; and (2) frequency of opportunity for students to regulate…

Presents a theoretical analysis of how class conditions such as textbook organization and content, compositional characteristics of classes, instructional time and teachers' beliefs can influence the mathematics content that teachers introduce. Looks at implications for further study of teacher decision making, textbook content, and organization.…