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This study explored whether and how teachers' mathematical knowledge for teaching contributes to gains in students' mathematical achievement: The authors used a linear mixed-model methodology in which first and third graders' mathematical achievement gains over a year were nested within teachers, who in turn were nested within schools. They found that teachers' mathematical knowledge was significantly related to student achievement gains in both first and third grades after controlling for key student- and teacher-level covariates. This result, while consonant with findings from the educational production function literature, was obtained via a measure focusing on the specialized mathematical knowledge and skills used in teaching mathematics. This finding provides support for policy initiatives designed to improve students' mathematics achievement by improving teachers' mathematical knowledge. (DIPF/Orig.).

Nearly twenty years after the publication of Michelle Fine's essay \"Sexuality, Schooling, and Adolescent Females: The Missing Discourse of Desire,\" the question of how sexuality education influences the development and health of adolescents remains just as relevant as it was in 1988. In this article, Michelle Fine and Sara McClelland examine the federal promotion of curricula advocating abstinence only until marriage in public schools and, in particular, how these policies constrict the development of \"thick desire\" in young women. Their findings highlight the fact that national policies have an uneven impact on young people and disproportionately place the burden on girls, youth of color, teens with disabilities, and lesbian/gay/bisexual/transgender youth. With these findings in mind, the authors provide a set of research guidelines to encourage researchers, policymakers, and advocates as they collect data on, develop curricula for, and change the contexts in which young people are educated about sexuality and health. (Contains 2 tables and 4 notes.)

S In this article we analyze the intersections and disjunctures between everyday (home, community, peer group) and school funds of knowledge and Discourse (Gee, 1996) that frame the school‐based, content area literacy practices of middle school‐aged youth in a predominantly Latino/a, urban community of Detroit, Michigan, in the United States. Using data collected across five years of an on‐going community ethnography, we present findings on the strength of various funds that shape the texts available to a sample of 30 young people in the community and school we studied. We then present the patterns that we analyzed across each of the different documented funds. We use our findings on the funds that youth have available to them outside of school to suggest possibilities for working toward third space (Bhabha, 1994; Gutiérrez, Baquedano‐López, Alvarez, & Chiu, 1999; Soja, 1996) around literacy and content learning in the seventh‐ and eighth‐grade, public school science classrooms of these youth, and we draw implications for literacy teaching and research in other content areas. EN ESTE artículo analizamos las intersecciones y fracturas entre las fuentes cotidianas (hogar, comunidad, grupo de pares) y escolares de conocimientos y tipos discursivos (Gee, 1996). Estas constituyen el marco de las prácticas escolares de alfabetización en las áreas de contenido para jóvenes de escuela media en una comunidad urbana predominantemente latina de Detroit, Michigan, USA. Utilizando datos recogidos durante cinco años en un estudio etnográfico en curso, presentamos hallazgos acerca de la fuerza de varias fuentes que conforman los textos de los que disponen 30 jóvenes de la comunidad y la escuela estudiadas. Usamos los hallazgos sobre los recursos a los que los jóvenes tienen acceso fuera de la escuela para sugerir posibilidades de trabajo sobre el tercer espacio (Bhabha, 1994; Gutiérrez, Baquedano‐López, Alvarez, & Chiu, 1999; Soja, 1996) en alfabetización y aprendizaje de contenidos para aulas de ciencia de séptimo y octavo grado en escuelas públicas. Asimismo formulamos implicancias para la enseñanza y la investigación en otras áreas de contenido. IN DIESEM Artikel analysieren wir Verbindungen und Trennungen zwischen dem Alltag (dem Zuhause, in der Gemeinschaft, bei Gleichaltrigen untereinander) und gegenüber schulischen Wissensgrundlagen und Diskurs (Gee, 1996), welche die schulfächer‐basierenden Schreib‐ und Lesepraktiken von jugendlichen Mitschülern in einer überwiegend latein‐amerikanischen Stadtgemeinde in Detroit, Michigan, in den Vereinigten Staaten einrahmen. Unter Benutzung von über fünf Jahren gesammelter Daten einer fortlaufenden ethnischen Gemeinschaftserhebung präsentieren wir Ermittlungen aufgrund der Überzeugungskraft verschiedener Grundlagen, welche die vorhandenen Texte gestalten, die wir anhand einer Auswahl von 30 Jugendlichen in der Gemeinde und Schule studierten. Danach präsentieren wir Musterbeispiele, die wir quer durch die unterschiedlich dokumentierten Grundlagen weiter analysierten. Wir wandten unsere Erkenntnisse auf jene Grundlagen an, die den Jugendlichen außerhalb der Schule zur Verfügung stehen, um Entwicklungsmöglichkeiten des Einwirkens zum dritten Raum (Bhabha, 1994; Gutiérrez, Baquedano‐López, Alvarez, & Chiu, 1999; Soja, 1996) im Schreib‐ und Leseumfeld und fächerbezogenen Lernen dieser jugendlichen Schüler aus den siebten und achten wissenschaftlichen Fachklassen (Science) in öffentlichen Schulen aufzuzeigen, und wir ziehen daraus Implikationen zum Unterrichten im Schreiben und Lesen und der Erforschung in anderen Fachunterrichtsbereichen.

A quantitative meta-analysis evaluating the effects of systematic phonics instruction compared to unsystematic or no-phonics instruction on learning to read was conducted using 66 treatment-control comparisons derived from 38 experiments. The overall effect of phonics instruction on reading was moderate, d = 0.41. Effects persisted after instruction ended. Effects were larger when phonics instruction began early (d = 0.55) than after first grade (d = 0.27). Phonics benefited decoding, word reading, text comprehension, and spelling in many readers. Phonics helped low and middle SES readers, younger students at risk for reading disability (RD), and older students with RD, but it did not help low achieving readers that included students with cognitive limitations. Synthetic phonics and larger-unit systematic phonics programs produced a similar advantage in reading. Delivering instruction to small groups and classes was not less effective than tutoring. Systematic phonics instruction helped children learn to read better than all forms of control group instruction, including whole language. In sum, systematic phonics instruction proved effective and should be implemented as part of literacy programs to teach beginning reading as well as to prevent and remediate reading difficulties.

Theories about reading have neglected basic differences in the developmental trajectories of skills related to reading. This essay proposes that some reading skills, such as learning the letters of the alphabet, are constrained to small sets of knowledge that are mastered in relatively brief periods of development. In contrast, other skills, such as vocabulary, are unconstrained by the knowledge to be acquired or the duration of learning. The conceptual, developmental, and methodological constraints on different rea ing skills are described in this essay that identifies various types of constraints on reading constructs and measures. Examples of reading research and assessment are discussed to illustrate (a) how the constraints can help to explain transitory correlational patterns among reading data, (b) how proxy effects surrounding constrained skills influence interpretations of reading development, (c) how prescriptions to teach constrained skills are causal misinterpretations of longitudinal correlations, and (d) why interventions on constrained skills usually lead only to temporary gains on skills aligned with the constrained skill. Because constrained skills are not normally distributed conceptually or empirically, except on special occasions, analyses based on parametric statistics are inappropriate. This essay describes implications for theories of reading development, research methods, and educational policies. /// [Spanish] Las teorías acerca de la lectura han descuidado diferencias básicas en el camino evolutivo de las habilidades relacionadas con la lectura. Este ensayo propone que ciertas habilidades de lectura, como el aprendizaje de las letras del alfabeto, estin restringidas a pequeüos conjuntos de conocimientos cuyo dominio se concreta en periodos relativamente breves. En contraste, otras habilidades tales como el vocabulario, no estin restringidas por el conocimientoque se adquiriri ni por la duración del aprendizaje. En este ensayo se describen las restricciones conceptuales, evolutivas y metodológicas en diferentes habilidades de lectura; el mismo identifica varios tipos de restricciones en las conceptualizaciones sobre la lectura y en las medidas de lectura. Se discuten ejemplos de investigación y evaluación en lectura para ilustrar: a) de qué modo las restricciones pueden ayudar a explicar patrones correlacionales transitorios entre los datos de lectura, b) cómo efectos secundarios próximos a las habilidades restringidas influencian las interpretaciones del desarrollo en lectura, c) cómo ciertas propuestas para enseñar habilidades restringidas son malas interpretaciones causales de correlaciones longitudinales y d) por qué las intervenciones sobre las habilidades restringidas generalmente conducen sólo a logros temporarios en habilidades afines a la habilidad restringida. Debido a que las habilidades restringidas, excepro en ocasiones especiales, no están normalmenre distribuidas conceptual o empíricamente, son inapropiados los análisis hasados en la estadistica paramétrica. El ensayo describe implicancias para las teorías del desarrollo lector, los métodos de investigación y las políticas educativas. /// [German] Theorien übers Lesen haben die grundsaalichen Unterschiede in den auk Lesen bezogenen sich entwickeinden Leistungsbahnen vernachlissigt. Dieser Aufsatz vertritt die Ansicht, daß einige Leseleistungen, wie beispielsweise das Erlernen der Buchstaben des Alphabets, auf eng begrenzte Erkenntniswerte beschrankt sind, die in relativ kurzen Entwicklungsperioden beherrscht werden. Im Gegensatz dazu sind andere Kenntnisse, wie das Vokabular, unhegrenzt im zu erlernenden Wissen oder in der Dauer beim Lernen. Die konzeptualen, entwicklungsbedingten und methodologischen Beschrankungen auf unterschiedliche Leseleistungen werden in diesem Aufsatz beschrieben, welcher verschiedene Typen von Einschrankungen im Lesen von Wortfügungen und Abschätzungen identifiziert. Beispiele aus der Leseforschung und Bewertung werden diskutiert, um zu illustrieren, (a) wie die Einschränkungen dazu verhelfen können, transitorische Korrelationsmuster zwischen den Lesedaten zu erklären, (b) wie Vertret~n~sfunktionenu mgebende Auswertungen von Leistungseinwirkungen der Leseentwicklung beeinflußt, (c) wie Verordnungen zum Unterrichten eingegrenzter Kenntnisse kausale Fehlinterpretationen der lngenkorrelationen sind, und (d) warum Interventionen bei eingegrenzten Kenntnissen meistens nur zu zeitweisen Fortschritten der angeglichenen Leistungen eingeschrankter Fähigkeiten führen. Da eingeschränkte Befähigungen normalenveise nicht konzeptionell oder empirisch eingeteilt sind, außer bei speziellen Anlässen, sind die auf parametrische Statistiken basierte Analysen ungeeignet. Dieser Aufsatz beschreibt Implikationen für Theorien zur Leseentwicklung, Forschungsmethoden und Unterrichtsverfahren. /// [Japanese] 読みの理論は、読み に関連する技術の発 達上の軌道における 基本的な違いを無視 してきた。本稿 では、アルフアべッ トの文字の学習のよ うな読みの技術は、 比較的短い発達の時 期に身に付く小 知識に制約されてい ると提唱する。対照 的に、語業のような 他の技術は、習得さ れる知識や学習 の期間によって制約 されない。様々な読 みの技術に対する概 念的、発達的、方法 論的制約が、読 みの構成概念及び測 定数に対する様々な 制約を識別する本稿 において叙述される 。(a) どのよ うにそうした制約が 読みのデータの一時 的な相関パターンを 説明するのに役立つ のか、(b) ど のように制約された 技術を取り囲む代理 効果が読みの発達の 解釈に影響を与えて いるのか、 (c) どのように制約さ れた技術を教えるた めの規定が、縦断的 相関の因果関係の間 違った解釈 であるのか、(d) な ぜ制約された技術へ の介入が、大抵の場 合、制約された技術 と連結した技 術の一時的な伸びに しか至らないのかを 説明するために、読 みの研究と評価の例 を論じる。制約 された技術は、特別 な場合を除いて、概 念的にも経験的にも 正規分布されないた め、パラメトリ ック検定による分析 は不適当である。本 稿は、読みの発達理 論、研究方法、そし て教育方針のた めの示唆を述べる。 /// [French] Les théories de la lecture ont négligé des différences de base dans lcs trajectoires du développement des conlpétences relatives à la lecture. Cet essai énonce que certaines compitences de lecture telles que les lettres de l'alphabet se réduisent à de petirs ensembles de connaissances qui sont maîtrisées au cours de périodes de développement relativement brkves. Par contre, d'autres compétences telles que le vocabulaire ne sont pas limitées par lcs connaissances à acquérir ou par la durée de l'apprentissage. On décrit dans cet essai, qui identifie différents types de contraintes sur les constructs et les évaluatiolls de la lecture, les contraintes conceptuelles, développementales, et méthodologiques de différentes compétences de lecture. On discute des exemples de recherche et d'évaluation de la lecture afin de montrer a) comment les contraintes peuvent aider à expliquer certains patrons provisoires de correlations entre résultats de lecture, b) comment des effets voisins qui se trouvcnt autour des compétences réduites jouent un rô1e sur les interprétations du développement de la lecture, c) comment les prescriptions d'enseignement de compétences réduites sont responsables d'erreurs d'interprétation des corrélations longitudinales et, d) pourquoi des interventions sur des compétences réduites ne conduisent en général qu'à d es gains temporaires sur des compétences liées à celles-ci. Du fait que, sauf en de rares occasions, les compétences réduites ne sont pas distribuées normalement, rant conceptuellement qu'empiriquement, les analyses reposant sur des statisciques paramétdques sont inappropriées. Cet essai énonce enfin des implications sur les théories du développement de la lecture, les m'ðhodes de recherche, et lcs politiques éducatives. /// [Russian] Теории чтения пренебрегают тем фактом, чт о инАивиАуаΛьные траектории развития навыков, тем иΛи иным образом связанных с чтением, весьма разΛичны. Некоторые из этих навыков например освоение букв аΛфавита, автор преАΛагает препоАавать компактно в виАе Аостаточно ограниченного бΛока знаний, освоить которые преАΛагается за относитеΛьно краткий срок. Напротив, Аругие навыки такие как, к примеру, испоΛьзование и расширение сΛоварного запаса, не АоΛжны быть жесто вписаны в опреАеΛенный б Λок знаний иΛи еАиницу времени, отвеАенную АΛя их освоения. В статье кΛассифицированы концептуаΛьные, метоАические и инАивиАуаΛьные параметры и огранчения, вΛияющие на развитие навыков чтения. ПривоАятся примеры иссАеΛований самого чтения и его оценивания, чтобы проиΛΛыстрировать, (a) что знание о цринуАитеΛьном разьитии наьыкоь может цомочь в ьыяьΛении и трактовке временных и непрочных резуΛьтатов, (б) что промежуточные резуΛьтаты, поΛученные в резуΛьтате принуАитеΛьного развития навыков, вΛияют на интерпретацию поΛученных Аанных, (B) что рекоменАации по принуАитеΛьному развитию навыков возникают в резуΛьтате неверноао истоΛкования кратковременных корреΛяций как АоΛговременных и (г) что принуАитеΛьное развитие навыков обычно веАет тоΛько к временным Аостиженигм во всем, что связано с этими навыками. ПоскоΛьку навгзанные навыки крайне реАко развиваются концептуаΛьно иΛи эмпирически, анаΛиз, основанный на параметрической статитике зАесь неприемΛем. ПреАΛагаются вывоАы, связанные с теорий развития навыков чтения, метоАов иссΛеАования чтения и образоватеΛьной поΛитикой.

Problem-based learning (PBL) is apprenticeship for real-life problem solving, helping students acquire the knowledge and skills required in the workplace. Although the acquisition of knowledge and skills makes it possible for performance to occur, without self-efficacy the performance may not even be attempted. I examined how student self-efficacy, as it relates to being software development professionals, changed while involved in a PBL environment. Thirty-one undergraduate university computer science students completed a 16-week capstone course in software engineering during their final semester prior to graduation. Specific instructional strategies used in PBL-namely the use of authentic problems of practice, collaboration, and reflection-are presented as the catalyst for students' improved self-efficacy. Using a self-efficacy scale as pre-and postmeasures, and guided journal entries as process data, students were observed to increase their levels of self-efficacy.

This article reviews experimental studies comparing bilingual and English-only reading programs for English language learners. The review method is best-evidence synthesis, which uses a systematic literature search, quantification of outcomes as effect sizes, and extensive discussion of individual studies that meet inclusion standards. A total of 17 studies met the inclusion standards. Among 13 studies focusing on elementary reading for Spanish-dominant students, 9 favored bilingual approaches on English reading measures, and 4 found no differences, for a median effect size of +0.45. Weighted by sample size, an effect size of +0.33 was computed, which is significantly different from zero (p (.05). One of two studies of heritage languages (French and Choctaw) and two secondary studies favored bilingual approaches. The review concludes that although the number of high-quality studies is small, existing evidence favors bilingual approaches, especially paired bilingual strategies that teach reading in the native language and English at different times each day. However, further research using longitudinal, randomized designs is needed to determine how best to ensure reading success for all English language learners. (DIPF/Orig.).

This review critically examines 33 studies on students' epistemological beliefs about mathematics. Five categories were identified: beliefs about mathematics, development of beliefs, effects of beliefs on behavior, domain differences, and changing beliefs. Studies examining beliefs about mathematics revealed consistent patterns of nonavailing beliefs at all educational levels. Mathematics instructional environments were inferred to influence the development of beliefs about mathematics. All studies revealed significant relationships between beliefs and cognition, motivation, and academic achievement. Descriptive studies found relationships between beliefs and learning behaviors. Studies examining domain differences found significant variations in beliefs across disciplines. Studies focusing on changing beliefs were successful, which was attributed to appropriate changes in instructional style. The article concludes with suggestions for future research. (DIPF/Orig.).

This review analyzes and synthesizes current research on science education with ELLs. Science learning outcomes with ELLs are considered in the context of equitable learning opportunities. Then, theoretical perspectives guiding the research studies reviewed here are explained, and the methodological and other criteria for inclusion of these research studies are described. Next, the literature on science education with ELLs is discussed with regard to science learning, science curriculum (including computer technology), science instruction, science assessment, and science teacher education. Science education initiatives, interventions, or programs that have been successful with ELLs are highlighted. The article summarizes the key features (e.g., theoretical perspectives and methodological orientations) and key findings in the literature, and concludes with a proposed research agenda and implications for educational practice.