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In the summer of 1972 graduate students from Northern Illinois University were enrolled in a six week study tour of outdoor education programs in Germany and Austria. The tour included observations and conferences with teachers, students, administrators, and Ministry of Education officials from both countries, guided tours of major cities, and visits and investigations of outdoor activity sites. Students kept a detailed daily log and submitted a thought reaction paper on a facet of outdoor education associated with their summer's study of programs. Nine of the student papers are presented in this document. The first paper, which analyzes Austrian and German concepts of outdoor education, mentions that both countries are extremely building and facilities oriented. It further observes an over-emphasis on certain segments of outdoor education, such as camping. Another paper compares teacher preparation for outdoor education in both countries with the programs found in America. Apparently America places greater emphasis on training programs while the European coutries rely more on self preparation and self study on the part of the teacher. Other papers deal with such topics as the relationship of physical education to outdoor education, potential values of the Schullandheim experience and its real function in the educational scheme, and the use of the city as a source for outdoor education experiences. (DS)

The article features several hands-on math activities/projects. One such activity is making a square from a rectangular piece of paper. Another project is making a paper cup. Other math projects include making circle of friends out of bright gift-wrap papers, a paper quilt for hanging, and tangram art.

This book is about inclusivity and open education in the digital age. It reports the latest data on this topic from the 2021 Cognition and Exploratory Learning in the Digital Age (CELDA) conference. This annual conference focuses on challenges pertaining to the evolution of the learning process, the role of pedagogical approaches and the progress of technological innovation, in the context of the digital age. The material in this book represents the work of both researchers and practitioners in an effort to cover both technological and pedagogical issues in ground-breaking studies. The book covers a wide array of topics examining the deployment of learning technologies, proposing pedagogical approaches and practices to address digital transformation, presenting case studies of specific technologies and contexts and overall debating the contribution of learning technologies for the improvement of the learning process and the experience of students and for the development of key competences. It represents the best work reported during CELDA 2021, comprising expanded peer reviewed chapters from best papers focusing on open education models, inclusive learning environments and adaptive as well as personalized learning support.

All papers have been typed and translated trying to reproduce as much as possible their original aspect. We only used common fonts and the same style for the titles, the abstracts and the bibliography. [ABSTRACT FROM AUTHOR]

As a part of the teacher licensure program at the graduate level at The University of Tennessee at Chattanooga (UTC), the M.Ed. Licensure candidate is required to complete an action research project during a 3-semester-hour course that coincides with the 9-semester-hour student teaching experience. This course, Education 5900 Culminating Experience, requires the student to implement an action research plan designed through (a) the Education 5000 Introduction to Inquiry course or the Education 5010 Methods of Educational Research course, (b) one of the two learning assessments required during student teaching, or (c) a newly-designed project not used as one of the learning assessments. With funding through a UTC Teaching, Learning, and Technology Faculty Fellows award, the Education 5900 course is conducted through the use of an online, course management system (Blackboard), allowing for asynchronous discussion and use of the digital drop box feature for submitting required papers. The action research projects from, fall semester 2010, are presented below. Papers include: (1) Student Perceptions of Layered Curriculum[R] vs. Traditional Coursework on Class Grades for 11th-12th Grade Economics and Government Students (Heidi Beckham); (2) What Motivates Young Readers to Read? (Sarah Bolton); (3) Just Story Time? An Evaluation of the Effects of Reading Aloud to Secondary-aged Students (Keeton Christian); (4) Using a Behavioral Management Reward System to Decrease the Behavioral Problems in a High School Setting (Amber Collins); (5) Ready for Middle School Math? (Dorothy L. Finch); (6) Improving Vocabulary Acquisition and Grammar Comprehension in The Second Language through Five Minutes of In-class Reading Time (Veronica V. Herrera); (7) Technology and Mathematics: Classroom Companions for the Future (April J. Huddleston); (8) Perceptions of Fourth-Grade Math Students on Computer-Based Homework (Amanda I. H. Legge); (9) Do Students Retain More Information through Real Life Images or through Clip Art Cartoon Images? (Courtney Sloane Phillips); (10) The Visual Aspect of Vocabulary: Increasing Comprehension and Retention (Nicole Pinkerton); (11) Increasing Grammar Accuracy in the TPRS Classroom (Erin Segroves); (12) Effective Differentiated Instructional Strategies of Middle Grades' Mathematics Instructors (Elizabeth W. Stewart); (13) Vocational Education: Is It Meeting the Needs of the Community? (Stephen Tompkins); (14) The Effect of Daily Quizzes on Student Scores and Class Participation: A Study on High School Economic Students (Elizabeth Warren); and (15) Math-ercise...Could It Fatten Up Scores? (Wendi Worley). (Individual papers contain references, figures, and appendices.) [For "Culminating Experience Action Research Projects, Volume 16, Spring 2010," see ED518906. Abstract modified to meet ERIC guidelines.]

This monograph from the University of Minnesota General College (GC) discusses theoretical perspectives on developmental education from both new and established standpoints. GC voluntarily eliminated its degree programs in order to focus on preparing under-prepared students for transfer to the university system. GC's curricular model includes a multi-disciplinary range of base curriculum courses integrating both skills and academic content. This model, which does not focus on traditional skills-based models for developmental education, provides students with a range of perspectives and academic training for continuing work directly in their majors. In this monograph, GC faculty and staff offer perspectives on the theoretical foundations of developmental education. Papers are divided into the following categories: (1) New and Revisited Theories for Developmental Education, with articles by Carl J. Chung, Jeanne L. Higbee, Patrick Bruch, and Dana Britt Lundell and Terence Collins; (2) Culture and Constructivism, with articles by Heidi Lesley Brajas, Mark H. Pedelty and Walter R. Jacobs, Rashne Jehangir, and David L. Ghere; (3) Literacy and Composition, with articles by Amy M. Lee, Thomas Reynolds, and Ditlev S. Larsen; and (4) Theories for Math and Science, with articles by Randy Moore, Allen B. Johnson, Thomas Brothen and Cathrine A. Wambach, and D. Patrick Kinney. Each paper contains references. (NB)

Students with strong executive function skills hold the keys to school and social success--from attention and impulse control to time management and organization. Now K-12 teachers have a practical, highly readable guide to enhancing these critical skills for "all" students, with and without learning disabilities. Through the author's memorable metaphors, classroom examples, and crystal-clear explanations of brain functioning, teachers will immediately grasp what executive function is and how it affects their students' learning and behavior. An unparalleled practical resource on one of today's most critical education topics, this sourcebook equips teachers with everything they need to detect and solve their students' executive function challenges. They'll get a wide range of ready-to-use strategies based on best practices, visual aids that make new concepts instantly understandable, and photocopiable forms to help students improve in specific executive function areas. A perfect resource for effective, affordable professional development, this teacher-friendly guide lays a clear and simple path to stronger executive skills for all students--and lasting academic and social success. Contents include: (1) Executive Function in a Nutshell: The Core Concepts; (2) The Development of Executive Skills: Learning to Stop and Think; (3) The Neurology of Self-Regulation: Executive Function and the Brain; (4) Beyond Neuropsychological Testing: What Teachers Should Know About the Assessment of Executive Function; (5) Moving the Frontal Lobe to the Front of the Class: Seven Core Strategies for Helping Students with Executive Function Challenges; (6) Keeping Words and Meaning in Mind: The Impact of Executive Skill on Reading; (7) From Brain to Paper: The Executive Foundations of Writing; (8) Bringing Numbers into Focus: Executive Function and Mathematics; (9) Surviving the Paper Chase: Organization, Study Skills, and Time Management; and (10) Unfiltered Comments, Unchecked Actions: Executive Dysfunction and Social Learning Difficulties. Study guide, references and index are also included.

This book presents selected papers from a conference whose objective was to determine the policies needed to foster the involvement of minorities in science, engineering, and mathematics. The following papers were presented: (1) "Introduction" (Eugene Cota-Robles); (2) "United States Demographics" (George Campbell, Jr.); (3) "A Practitioner's Perspective" (Carlos Rodriguez); (4) "Policy Issues" (Alan Fechter); (5) "Entering the Education Pipeline" (Shirley Malcolm and Bernice Anderson); (6) "Changing the Face of Science and Engineering: Good Beginnings for the Twenty-First Century" (Joan Bissell); (7) "Early Childhood Science Programs" (Yolanda S. George); (8) "Obstacles to Policy Formation" (Antony Ward); (9) "Influences on Minority Participation in Mathematics, Science, and Engineering" (Beatriz Chu Clewell and Jomills Henry Braddock, II); (10) "Advancing Middle Grade Reform: Research" (Anita M. Baker); (11) "It Takes a Village To Raise a Scientist" (DeAnna Beane); (12) "The Policy Perspective" (Nancy Carson); (13) "The Transition to and from High School of Ethnic Minority Students" (Angela B. Ginorio and Jeri Grignon); (14) "Explaining the Unrealized Aspirations of Racial and Ethnic Minorities" (Barbara Schneider); (15) "The College Preparation Process" (Judith Shay); (16) "Policy Matters" (R. Guy Vickers); (17) "Barriers to Minority Success in College Science, Mathematics, and Engineering Programs" (Reginald Wilson); (17) "The Role of State and Institutional Policies and Practices" (Richard C. Richardson, Jr.); (18) "Reflection on the State of Research: What Next?" (Vincent Tinto); (19) "University Faculty: Priming the Pump or Lying in Ambush?" (William Yslas Velez); (20) "Rethinking the Model" (Antoinette Torres); (21) "Financing Opportunity for Postsecondary Education" (Thomas G. Mortenson); (22) "The Preparation of Minorities for Academic Careers in Science and Engineering: How Well Are We Doing?" (Shirley Vining Brown); (23) "Enhancing the Research Base" (Cheryl B. Leggon); (24) "The Next Stage" (Cora Marrett); (25) "Policy Perspectives" (Daryl E. Chubin); (26) "Models for Studying Early Careers: Minority Scientists and Engineers in Industry" (Terrence R. Russell); (27) "Why Are Minority and Women Scientists Still Treated So Badly?" (Henry Etzkowitz); (28) "Critical Issues" (George Campbell, Jr.) (29) "Policy" (Willie Pearson, Jr.); and (30) "Gaining Access: A Research and Policy Agenda" (Ronni Denes). Each paper contains references. (Contains 41 tables and 68 figures.) (SLD)

This set of five papers is related to the Mathemagenic Activities Program (MAP) for early childhood education of the University of Georgia's Follow Through Program. The MAP is based on Piagetian theory and provides sequentially structured sets of curriculum materials and processes that are designed to continually challenge children to learn about the physical and social environments. Topics discussed in these collected papers focus on the constructivist epistemological basis of the MAP. A constructivist, in a philosophical sense, is one who believes that all knowledge is constructed by the individual. Essay topics include the following: an introduction to radical constructivism; radical constructivism and Piaget's concepts of knowledge; a constructivist model for instruction; and constructivism and educational practices. Additional essays are collected in a volume titled, Epistemology and Education: The Implications of Radical Constructivism for Knowledge Acquisition. The essays discuss the following topics: Piaget and radical constructivist epistemology; the constructivist epistemology in John Dewey, Jean Piaget, and cognitive developmental psychology; epistemology and mathematical proof; applied epistemology; radical constructivism in psychological explanation; constructivism and the curriculum; and constructivism and principles for instruction. (Author/RH)

This paper reports on a class assignment written by preservice teachers on the use of mathematics in different professions. The professions included licensed practical nurse, auto mechanic, research and development product manager for industrial cleaning products, dental office assistant, snack bar employee at a beach club, beauty salon owner and operator, apple orchard and fruit stand owner, secretary at a university alumni hall, bus person at a restaurant, video store clerk, professional mover, convenience store assistant manager, pizza restaurant server, meteorologist, and land surveyor. (YDS)

Thirteen authors present twelve articles concerning the development of basic skills programs in secondary schools. These articles focus on the following topic areas: practices and strategies for teaching basic skills in secondary classrooms; language as a factor in basic skills learning; development of skills in oral communication, reading, writing, and mathematics; creation of an interdisciplinary team approach to basic skills instruction; selection of mutually reinforcing instructional materials; characteristics of tests and testing procedures used for demonstrating student achievement; the principal's role in effective development of basic skills programs; the impact of administrators' leadership styles and managerial abilities; and the significance of leadership in school administration generally. (PGD)

This book presents 20 papers on the current status and future needs of disadvantaged minority students in the elementary, secondary, and higher education systems. Papers are grouped into four sections: current challenges to minority education; restructuring schools to foster minority student success; reforming higher education; and leadership imperatives. Papers are: (1) "An Educational System in Crisis" (Laura I. Rendon, Richard O. Hope); (2) "Education, the Economy, and Tomorrow's Workforce" (Ray Marshall, Robert W. Glover); (3) "Ending the Crisis in the K-12 System" (Jose A. Cardenas); (4) "Responding to the New Demographics in Higher Education" (Shirley Vining Brown); (5) "Changing State and Federal Roles in Improving Minority Education" (Dewayne Matthews); (6) "Understanding the Need for Restructuring" (Ruth S. Johnson); (7) "Promoting Effective Teaching for Diversity" (Vinetta C. Jones, Rochelle Clemson); (8) "Developing Alternatives to Tracking and Grading" (Jeannie Oakes, Martin Lipton); (9) "Strengthening Mathematics Education: Critical Skills for the New Majority" (Beverly J. Anderson); (10) "Involving Parents and Communities in School Reform" (Estrella M. Triana, Shirley M. Malcom); (11) "Indian Nations at Risk: An Educational Strategy for Action" (William G. Demmert, Jr.); (12) "Reflecting Inclusiveness in the College Curriculum" (Mildred Garcia, Daryl G. Smith); (13) "Closing the Gap between Two- and Four-Year Institutions" (Laura I. Rendon, Hector Garza); (14) "Developing a 'Pipeline' Recruitment Program for Minority Faculty" (Lionel A. Maldonado, Charles V. Willie); (15) "Ensuring Campus Climates that Embrace Diversity" (Shanette M. Harris, Michael T. Nettles); (16) "Expanding External Support for At-Risk Students" (L. Steven Swerling); (17) "Revitalizing Minority Colleges and Universities" (Richard O. Hope); (18) "Creating Schools for All Learners" (Tony Cipollone et al.); (19) "Creating a New Kind of Leadership for Campus Diversity" (Blandina Cardenas Ramirez); and (20) "Educating a New Majority: Mandate for the new Century" (Richard O. Hope, Laura I. Rendon). (Most papers contain references.) (DB)

The 13 essays in this book examine the theory of constructivism in relation to teaching and learning. The first section provides an account of the epistemological, psychological, and sociocultural research that serves as the theoretical basis of constructivism, and includes the following chapters: "Introduction: Aspects of Constructivism" (Ernst von Glasersfeld), "Constructivism: A Psychological Theory of Learning" (Catherine Twomey Fosnot), and "Where Is the Mind? A Coordination of Sociocultural and Cognitive Constructivist Perspectives" (Paul Cobb). The second section features chapters by scholars from various disciplines in five chapters: "A Constructivist Perspective on Teaching and Learning Science" (Candace Julyan and Eleanor Duckworth); "A Constructivist Perspective on Teaching and Learning Mathematics" (Deborah Schifter); "A Constructivist Perspective on Teaching and Learning in the Language Arts" (June S. Gould); "A Constructivist Perspective on the Role of the Sociomoral Atmosphere in Promoting Children's Development" (Rheta DeVries and Betty Zan); and "A Constructivist Perspective on Teaching and Learning in the Arts" (Maxine Greene). In the last section, teachers describe how they apply their constructivist perspective to classroom practice in four chapters: "Is the Algorithm All There Is?" (Jill Bodner Lester); "A First-Year Teacher Implements a Literature-Based/Whole Language Program in Fourth-Fifth Grade" (Susan Cowey); "The Project Approach in Reggio Emilia" (George Forman); "Teaching Introductory Physics to College Students" (Dewey I. Dykstra, Jr.); and "Teachers Construct Constructivism: The Center for Constructivist Teaching/Teacher Preparation Project" (Catherine Twomey Fosnot). (Individual chapters contain references.) (PB)

This two-volume set presents 11 papers on the state of the art in learning and behavioral disabilities, the first volume, Part A, includes 6 papers providing theoretical perspectives and, the second volume, Part B, includes 5 papers on intervention research. The theoretical papers are: "Defining Emotional or Behavioral Disorders: Divergence and Convergence" (Kenneth A. Kavale and others); "The Emotional Domain: Self-Concept and Depression in Children with Learning Disabilities" (Nancy Heath); "Phonological Awareness and Learning Disabilities: Using Research To Inform Our Practice" (Eileen Wynne Ball); "Mathematical Difficulties in Young Children: Cognitive and Developmental Perspectives" (Nancy C. Jordan and Teresea Oettinger Montani); "Theoretical, Technical, and Practical Aspects of the S-Cognitive Processing Test: The Development of a Dynamic Assessment Measure" (H. Lee Swanson); and "Quantitative Synthesis of Survey Research: Methodology and Validation" (Thomas E. Scruggs and Margo A. Mastropieri). The papers which address intervention research are: "Treatment of Serious Antisocial Behavior" (Sonja K. Schoenwald and others); "Interventions for Students with Attention Deficit Hyperactivity Disorder: A Review of the Literature" (Marjorie Montague and others); "A Selective Synthesis of Intervention Research for Students with Learning Disabilities: Is There General Support for a Strategy Deficit Model?" (H. Lee Swanson and others); "Strategic Learning in Students with Learning Disabilities: The Role of Self-Awareness and Self-Perception" (Lynn Meltzer); and"Reading Comprehension: A Synthesis of Research in Learning Disabilities" (Margo A. Mastropieri and others). (Individual papers contain extensive references.) (DB)

This volume was organized at the request of the SMSG Panel on Research for their use in identifying needed research in mathematics education. The five papers provide a review of research in each of their areas up through early 1969. Papers included are: (1) Attitudes Toward Mathematics, by Lewis R. Aiken, Jr.; (2) Classroom Teaching of Mathematics, by James T. Fey; (3) Piagetian Studies and Mathematics Learning, by D. B. Harrison; (4) Computers in Mathematics Instruction, by Larry L. Hatfield; and (5) Problem-Solving and Creative Behavior in Mathematics, by Jeremy Kilpatrick. Extensive references follow each of the papers. (RH)

The five articles of this special section focus on the quantitative-qualitative debate in program evaluation. This section focuses on philosophical aspects of program evaluation, making it clear that the issues are far more complex than the simple quantitative-qualitative dichotomy described by T. S. Kuhn (1970) implies. (SLD)

Provides an annotated bibliography of the 39 best science and technology books from 1993 in the areas of animal life, astronomy, biography, chemistry, earth science, environmental sciences, evolution, mathematics, medical sciences, natural history, paleontology, philosophy of science, physics, psychology, general science, and technology. Ethical issues addressed by the publications are noted. (LRW)

This book discusses both the philosophy of mathematics and of mathematics education. The first part is a critique of existing approaches and a new philosophy of mathematics. Chapters include: (1) "A Critique of Absolutist Philosophies of Mathematics," (2) "The Philosophy of Mathematics Reconceptualized," (3) "Social Constructivism as a Philosophy of Mathematics," (4) "Social Constructivism and Subjective Knowledge," and (5) "The Parallels of Social Constructivism." The second part of the book explores the philosophy of mathematics education and shows that many aspects of mathematics education rest on underlying, usually implicit, philosophical assumptions. Making these assumptions explicit puts a critical tool into the hands of teachers and researchers. Chapters in this section are: (6) "Aims and Ideologies of Mathematics Education," (7) "Groups with Utilitarian Ideologies," (8) "Groups with Purist Ideologies," (9) "The Social Change Ideology of the Public Educators," (10) "Critical Review of Cockcroft and the National Curriculum," (11) "Hierarchy in Mathematics, Learning, Ability and Society," (12) "Mathematics, Values and Equal Opportunities," and (13) "Investigation, Problem Solving and Pedagogy." Each chapter contains notes. (Contains 654 references.) (MKR)

Dilip Madan and I worked on stochastic process models with stationary independent increments for the movement of log-prices at the University of Sydney in the period 1980-1990, and completed the 1990 paper [21] while respectively at the University of Maryland and the University of Virginia. The (symmetric) Variance- Gamma (VG) distribution for log-price increments and the VG stochastic process first appear in an Econometrics Discussion Paper in 1985 and two journal papers of 1987. The theme of the pre-1990 papers is estimation of parameters of log-price increment distributions that have real simple closed-form characteristic function, using this characteristic function directly on simulated data and Sydney Stock Exchange data. The present paper reviews the evolution of this theme, leading to the definitive theoretical study of the symmetric VG process in the 1990 paper. [ABSTRACT FROM AUTHOR]

Nineteen essays by five pioneers in the field of computers in education are presented in this volume. The essays provide a foundation for understanding the basic issues involved in using computers in schools, the teacher's role in helping the student make full use of computing, and the general limitations of computer use. A framework is presented for considering computers in education which identifies three functions of a computer: as a tutor, as a tool, or as a student (tutee). A computer's tutor function requires expert programming so that flexible computer-assisted instruction can be provided to students. A computer's tool function requires only that some useful capability (such as statistical analysis) be programmed into the computer. In the student or tutee function of a computer, a human tutor teaches the computer, thereby enhancing human learning and reducing software costs. Other topics of discussion include interactive learning, heuristic strategies, pre- and post-college computer education, teaching children to think, mathematics education, the future of computers in education, and teachers and computer-assisted instruction. (Author/DB)

Presented are 11 technical papers, position statements and instructional programs on the severely handicapped. Included are the following titles: "A Public School Program for Severely and Profoundly Handicapped Students: Zero Exclusion,""Components of Instructional Programs for Severely Handicapped Students,""Procedures of Task Analysis as Related to Developing Instructional Programs for the Severely Handicapped,""Evaluation of the Severely Retarded and Multiply-Handicapped: An Alternative,""Community Transportation: Teaching Severely Handicapped Students to Ride a Public Bus System,""Teaching Orthopedically Handicapped Adolescents to Secure Selected Products and Services from Their Community Through Functional Use of the Yellow Pages and Telephone,""A Comparison of Two Procedures for Teaching Severely Handicapped Students to Differentially Respond to Individual Components of Language Cues,""Skill Sequences and Programming for the Severely Handicapped: Use of a Math Skill Sequence in the Instruction and Evaluation of Severely Handicapped Students,""Skill Sequences and Curriculum Development: Application of a Rudimentary Developmental Math Skill Sequence in the Instruction and Evaluation of Severely Handicapped Students,""Teaching Trainable Level Multiply Handicapped Students to Use Picture Cues, Context Cues, and Initial Consonant Sounds to Determine the Labels of Unknown Words," and "Teaching Social Interaction Skills to Severely Handicapped Students." (LS)

The paper describes a study of the comparative effectiveness of certain courses in achieving specified educational objectives. Social studies, language arts, vocational/technical, math, science, and fine arts courses were compared as to their effectiveness in achieving "social education." By means of a group concensus of elementary and secondary teachers, common objectives of social education were identified, such as "builds character and good citizenship." The objectives were then arranged in an attitude scale on which teachers could register the degree to which they believed any particular course accomplished those objectives. In the study, 115 teachers responded to the scale six times, once each for the six content areas listed above. The results were compared among the six curricular areas to determine a composite teacher perception of which area was most effective in meeting the objectives of social education. Social studies objectives seemed representative of general education objectives. Objectives for individual curriculum areas did not seem to change from elementary to secondary grades. The strongest relationship existed between science and mathematics objectives. Social studies was ranked among the top third of most useful curriculum areas. (Author/AV)

Intended as an example for other college libraries, this collection of 38 pathfinders and bibliographies was developed by the reference staff of the Calvin Coolidge Library at Castleton State College, Vermont. Designed to present the types of literature available in particular subject fields and those works readily available in the Coolidge Library, typical pathfinders include a cover page explaining the use of the card catalog and periodicals, and sections on research guides and bibliographies; dictionaries, encyclopedias, and handbooks; and indexes and abstracts. Each entry provides the author, title, call number, and a brief description of the reference tool. The pathfinders are as follows: (1) American History; (2) Art and Architecture; (3) Biology; (4) Business; (5) Business and Industry; (6) Careers; (7) Census Materials; (8) Chemistry; (9) Classical Literature; (10) Computer Science; (11) Criminal Justice; (12) Drunk Driving and the Drinking Age; (13) Economics; (14) Education; (15) English and American Literature; (16) English Composition; (17) European History; (18) French and Spanish Language and Literature; (19) Geography; (20) Geology; (21) Government Documents; (22) Indexes; (23) Investing in U.S. Stocks; (24) Law; (25) Marketing; (26) Mathematics; (27) Medical Aspects of Drug Abuse; (28) Mass Communications; (29) Nuclear Weapons and Disarmament; (30) Nursing; (31) Physical Education; (32) Political Science; (33) Psychology; (34) Research Papers; (35) Social Work; (36) Sociology; (37) Theater; and (38) World Literature. A sample cover page is provided. (KM)

This collection presents the work of four psychologists who use scientific inquiry to understand what helps and what hinders the academic and life performance of minority students and girls. The first selection, "School Desegregation 40 Years After 'Brown v. Board of Education': Looking Forward and Looking Backward" by Janet Ward Schofield, explores the consequences of school desegregation. Although there is much to be learned from the study of desegregation effects, the country's policies have largely turned away from concerns with educational equality, leaving much unstudied. The second selection, "Ethnicity, Poverty, and Children's Educability: A Developmental Perspective" by Diana T. Slaughter-Defoe, considers the influence of parents on the achievement of minority students and discusses the factors that promote success in school. "User-Friendly Science and Mathematics: Can It Interest Girls and Minorities in Breaking through the Middle School Wall?" by Jacquelynne Eccles discusses increasing the participation of female and minority students in mathematics and science at an early age and demonstrating clear expectations that they can succeed. "What Stops Women and Minorities from Choosing and Completing Majors in Science and Engineering?" by Nancy Betz presents results from research on the participation of these groups in higher education in science and engineering. Each chapter ends with questions authors were asked following their original briefing for developing these papers. Each chapter contains references. (Contains eight figures and nine tables.) (SLD)

This book is a compilation of papers from authors who are all concerned with what bearing mathematical practice has on the production or construction of mathematics. The sections and chapters are: (1) General Introduction: "The Promethean Task of Bringing Mathematics to Earth" (S. Restivo); (2) Philosophical Perspectives: "Foundations of Mathematics or Mathematical Practice: Is One Forced to Choose?" (J. P. Van Bendegem), "A Naturalized Epistemology for a Platonist Mathematical Ontology" (M. D. Resnick), "Mathematical Skepticism: Are We Brains in a Countable Vat?" (T. Tymoczko), "Philosophical Problems of Mathematics in the Light of Evolutionary Epistemology" (Y. Rav); (3) Mathematics, Politics, and Pedagogy: "Mathematics as a Means and as a System" (R. Fischer), "Reflections on the Foundations of Research on Women and Mathematics" (H. Jungwirth), "Politicizing the Mathematics Classroom" (N. Noddings), "The Dialogical Nature of Reflective Knowledge" (O. Skovsmose), "Applied Mathematics as Social Contract" (P. J. Davis); and (4) Mathematics, Society, and Social Change: "Mathematics and Social Change" (R. Fischer), "The Social System of Mathematics and National Socialism: A Survey" (H. Mehrtens), and "The Social Life of Mathematics" (S. Restivo). Author and subject indexes are included. (MKR)

The papers presented as chapters in this book outline the background and professional preparation teachers need in subject area knowledge, understanding of intellectual and emotional growth, learning theory, and moral principles. The volume is organized into four parts. Each part is introduced with a brief essay that relates the accompanying chapters to the theme of the book. An introduction, "Giving Dignity to the Teacher" (Ernest L. Boyer) describes the knowledge, values and skills of effective teachers. "Part One: Knowledge Essential to the Craft of Teaching" includes the following chapters: (1) "Building the Knowledge Base of Teaching" (Thomas L. Good); (2) "What Teachers Need To Know about Human Development" (Irving E. Sigel); and (3) Bridging Knowledge and Action through Clinical Experiences" (Carolyn M. Evertson). "Part Two: Knowledge Essential to Teaching in a Discipline" consists of chapters: (4) "What Teachers Need To Know about English" (Richard Lloyd-Jones); (5) "What Teachers Need To Know about Mathematics" (Peter J. Hilton); and (6) "What Teachers Need To Know about Science" (Harold J. Morowitz). "Part Three: The Moral Dimensions of Teaching" includes chapters: (7) "Beyond Indoctrination: The Quest for Genuine Learning" (Mortimer J. Adler); (8) "Truth, Understanding, and Responsibility in Teaching" (David H. Smith); and (9) "Teaching and Morality: The Knowledge Most Worth Having" (Warren A. Nord). "Part Four: Toward a Reform of Teaching" consists of chapters: (10) "Restructuring the Teaching Profession and Our Schools" (Albert Shanker); and (11)"Transforming Schools of Education into Schools of Teaching" (David D. Dill). (LL)

This is a review paper, concerning some extensions of the celebrated Merton's mutual fund theorem in infinite-dimensional financial models, in particular, the so-called Large Financial Markets (where a sequence of assets is taken into account) and Bond Markets Models (where there is a continuum of assets). In order to obtain these results, an infinite-dimensional stochastic integration theory is essential: the paper illustrates briefly a new theory introduced to this extent by M. De Donno and the author. [ABSTRACT FROM AUTHOR]

This paper studies the coupled vehicle-pedestrian delay problem, taking into account the interactions between vehicles and pedestrians. In a previous paper, we found that for a large pedestrian arrival probability, coupled inefficient oscillations of pedestrian and vehicle flows emerge when pedestrians cross the street with a small time gap to approaching cars (aggressive pedestrians), while both pedestrians and vehicles benefit, when they keep some overcritical time gap (careful pedestrians). In this paper, we take into account the fact that the crossing time of a pedestrian group increases with its size. Our simulations show that when the crossing time of the pedestrian group is considered, the situation of careful pedestrians changes qualitatively. While vehicle and pedestrian flows for a low vehicle flow rate and small pedestrian arrival probability are efficient, oscillations occur when the vehicle flow rate and/or the pedestrian arrival probability increase. We propose a variable speed limit implemented by a LED display to avoid the inefficiency of vehicle and pedestrian flows for careful pedestrians. [ABSTRACT FROM AUTHOR]