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African American female students' elevated suspension risk has received national attention. Despite a number of studies documenting racial/ethnic disparities in African American females' school suspension risk, few investigations have attempted to explain why these disparities occur. The purpose of this study was to examine the role of colorism in explaining suspension risk using a nationally representative sample of adolescent females. Controlling for individual- and school-level characteristics associated with school discipline such as student-teacher relationships, prior discipline history, school size and type, the results indicate that colorism was a significant predictor of school suspension risk. African American female adolescents with darker complexions were almost twice as likely to receive an out-of-school suspension as their White female peers. This finding was not found for African American female students with lighter skin complexions. Implications for adopting a colorist framework for understanding school discipline outcomes and future research for advancing the field in this area are discussed.

In this article, we consider how colorist ideologies and practices unsettle arguments that celebrate racial gains in education, particularly as related to divides that have narrowed since the Civil Rights Movement of the 1950s and 1960s. Although outcomes based on race may document some general paths of improvement, progress and success can be appreciably uneven across people who are the same race. Even though skin tone is a linchpin of intraracial disparities, connections between colorism and educational outcomes are underappreciated. A brief consideration of how color-based advantages and disadvantages may affect African-, Latino/a-, and Asian-descended groups is provided to heighten educators' awareness of the problem.

This article examines the idea of mentoring and looks at the roles different individuals play in professional development within the preservice teacher education program. The major participants in the process are the preservice teacher, the college faculty members in the teacher education program who provide the foundational knowledge, and the practicing teachers who serve as cooperating teachers. All three must work collaboratively to develop and maintain a culture of mentoring. This culture should encourage preservice teachers to pursue continuing professional growth and connect preservice learning to the self-inquiry these new teachers should engage in throughout their teaching careers. (Contains 2 tables and 15 notes.)

The issues involved in teaching English language learners mathematics while they are learning English pose many challenges for mathematics teachers and highlight the need to focus on language-processing issues related to teaching mathematical content. Two realistic-type problems from high-stakes tests are used to illustrate the complex interactions between culture, language, and mathematical learning. The analyses focus on aspects of the problems that potentially increase cognitive demands for second-language learners. An analytical framework is presented that is designed to enable mathematics teachers to identify critical elements in problems and the learning environment that contribute to increased cognitive demands for students of English as a second language. The framework is proposed as a cycle of teacher reflection that would extend a constructivist model of teaching to include broader linguistic, cultural, and cognitive processing issues of mathematics teaching, as well as enable teachers to develop more accurate mental models of student learning.

Purpose: We investigated whether health status (i.e., need characteristics) and financial resources (i.e., enabling characteristics) were important predictors of two types of functional adaptations among elderly adults: home modifications such as putting nonslip tape on rugs or installing more telephones and use of equipment for mobility or activities of daily living (ADLs) such as canes or walkers. Design and Methods: Participants were identified from the National Survey of Self-Care and Aging (n = 3,485), a nationally representative sample of noninstitutionalized U.S. adults aged 65 and older. Need and enabling characteristics were used to predict home modifications and equipment use in multinomial logistic analysis, controlling for predisposing characteristics. Results: Although several health-status (need) variables had significant, direct effects on functional adaptations, the effects of ADL limitations were diminished at higher levels of impairment. Among the financial (enabling) variables, subjective income measures and supplemental insurance had significant, direct effects on functional adaptations. Implications: Promotion of functional adaptations among elderly people may benefit from both a proactive approach that targets elders with few limitations and a consideration of financial factors in addition to health status.

Discusses how preservice and experienced teachers can utilize professional teaching portfolios. Explains three types of portfolios: (1) process-folios; (2) product-folios, and (3) process/product-folios. Also explains the procedures for creating a professional portfolio and what is included in a portfolio. Includes a table called "Common Categories of Portfolio Components." (CMK)

Discusses ways for middle school teachers to encourage their students to discuss mathematical concepts in the classroom. Considers setting up the classroom environment to facilitate mathematics discussion, the role of the teacher, small group discussions, whole-class discussions, and student presentations. (JPB)

Describes an authentic assessment framework for music educators by summarizing a collaborative project between a music-education professor and a general music teacher at DeWitt Middle School in Ithaca, New York. States that the project shows how an interactive, process-oriented approach to assessing musical understanding is both possible and feasible. (CMK)

The experiences of elementary teachers who invited their students to verify geometric theorems prior to the introduction of protractors form the basis of a pedagogical strategy for a sequence of learning activities offered here. Discussion focuses on the students learning strategies about angle concepts utilizing the dynamic interpretation of a turn. (JJK)

English teachers in foreign countries frequently encounter a lack of materials in English dealing with local topics of interest to students. One suggestion is to use materials written in English for tourists, such as travel brochures or local maps. These materials are readily available in most places at little or no cost from local travel agencies or tourist bureaus. (Author/VWL)

Examined combined sample of national data to determine impact of parental divorce on children. Found parental divorce associated with lower educational attainment and earlier age at marriage for sons and daughters. Daughters of divorced parents had higher probability of being divorced. For sons of divorced parents, probability of ever marrying and of divorcing was mediated by social class variables. (Author/NB)

The relationship between the cognitive style variable of field dependence/independence and instructional treatments was investigated using high or low guidance in a unit on networks taught to 97 prospective elementary teachers. (MK)

No significant interaction was found between the field independent cognitive style and the level of guidance in mathematics instruction in a study involving prospective elementary school teachers. (Editor)

Students in three mathematics classes were assessed on two aptitudes, field independence and general reasoning, and randomly assigned for a discovery treatment. There was a significant interaction with general reasoning on the retention test. There were no interactions with field independence. (Author/MK)

The hypothesis was tested that students with a field-independent cognitive style would learn most about numeration systems if they had minimum guidance and maximum opportunity for discovery through the use of manipulative materials. Data were gathered on 46 prospective elementary school teachers. The hypothesis was supported. (Author/MH)

This study examined the interaction between field independence and two treatments: small group and individual mathematics instruction. There was significant interaction when achievement was the dependent variable, but not when student ratings of the course were used. The interaction was due more to general ability than cognitive style. (Author/GSK)

The relationship between locus of control and three dimensions of discovery learning was investigated. Mathematics students were assigned to treatments differing in level of guidance, inductive or deductive sequencing, or use of small groups. Aptitude-treatment interaction occurred between locus of control and small-group instruction. (Author/GK)