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The goal of this study was to develop theories about how novice teachers connect the process of reflectivity to their classroom management. The study focused on whether novice teachers connect their observations about situations which occur in case studies to their own experiences, whether they reflect before or after their actions, and whether they feel capable and/or empowered enough to cope with day-to-day discipline problems in the middle school classroom. Three middle school student teachers--all secondary science student teachers--nearing completion of their program of undergraduate study, were selected as study participants. Data were collected through face-to-face conversations with them, from their written responses to a case study depicting a second-year high school mathematics teacher with a classroom management problem, and from responses to a questionnaire. The participants responses to the case study indicated that they were reflecting on problems that teachers face; however, their written responses indicated a greater sense of reflectivity compared to what they displayed when discussing the problems they faced within the classroom each day. Participants reported that in the early stages of their placement their concerns were primarily content-oriented, while toward the end of their placement their concerns were about discipline and whether or not students were learning what they wanted them to learn, and they were more willing to change a lesson if they felt it was not effective. Gaining credibility was important to the participants, since they stated that being recognized as a "good teacher" and authority within the classroom was their most prized accomplishment of the internship. Overall, they recognized that trial and error is always necessary, even in the most experienced teacher's classroom. While the novice teachers reflected more as their internship progressed and gained more confidence in their ability to manage their classroom, they continued to voice concerns about the problems of increased violence within schools. (ND)

This article summarizes state and community policy activities during the first six months of 2007 and provides updates of the progress to serve infants, toddlers, and their families. The following states are included in the report: (1) Arkansas; (2) California; (3) Indiana; (4) Iowa; (5) Michigan; (6) Minnesota; (7) New York; (8) Ohio; (9) Pennsylvania; (10) Washington; and (11) Wyoming. Three community policy updates are included: (1) Cabell, Wayne and Mason Counties, WV; Lawrence County, OH; Boyd County; KY; (2) Hampton, VA; and (3) Trenton, NJ.

Maintains that the ways in which students react, absorb, and communicate new information are defined by their perception of the requirements and expectations of their surrounding situation. This information is particularly relevant in designing and implementing school-based drug prevention programs. Provides examples of various situational-based discourses. (MJP)

The Los Alamos High-Performance Data System (HPDS) is being developed to meet the very large data storage and data handling requirements of a high-performance computing environment. The HPDS will consist of fast, large-capacity storage devices that are directly connected to a high-speed network and managed by software distributed in workstations. The HPDS model, the HPDS implementation approach, and experiences with a prototype disk array storage system are presented.

As a result of increased court intervention in favor of students' rights, a review of a sample of teachers concerning their attitudes about student control was examined. Taking into consideration the teachers' attitudes concerning student rights, the Pupil Control Ideology test and the Students' Rights Acceptance Scale were used as measurement instruments. To ensure homogeneity of the sample group, the PCI scores were also compared to a larger sample, revealing statistical similarities between the two groups in the field of teacher attitudes. A significant difference in the effect of teacher attitudes was found. Teachers with a higher acceptance of the concept of student rights were also those teachers possessing more humanistic attitudes towards pupil control in general, while less humanistic teachers were found to have a more custodial attitude towards the management of students. (LH)