Table Of Content

INDEX TO VOLUME 95 Author Index ings as a Guide for Spelling Instruction That Emphasizes Word Study, 155-168 Jacob, Evelyn—Reflective Practice and Anthro- Abouzeid, Mary—see Invernizzi, Marcia pology in Culturally Diverse Classrooms, Anders, Deborah—A Teacher’s Knowledge as 451-463 Classroom Script for Mathematics Instruc- Jones, M. Gail, and Gerig, Thomas M.—Silent tion, 311-324 Sixth-Grade Students: Characteristics, Achievement, and Teacher Expectations, Bassler, Otto C.—see Hoover-Dempsey, Kath- 169-182 leen V. Billington, Roy—Effects of Collaborative Test Kester, Virginia Myer—Factors That Affect Af- Taking on Retention in Eight Third-Grade rican-American Students’ Bonding to Mid- Mathematics Classes, 23-32 dle School, 63-74 Buckmaster, Lynn—Effects of Activities That Promote Cooperation among Seventh Grad- Llorens, Mary Beth—Action Research: Are ers in a Future Problem Solving Classroom, Teachers Finding Their Voice? 3-10 49-62 Lohr, Linda—see Ross, Steven M. Burow, Rebecca—see Hoover-Dempsey, Kath- leen V. Mathes, Patricia—see Simmons, Deborah C. McCreadie, Jennifer—see Caro-Bruce, Cathy Caro-Bruce, Cathy, and McCreadie, Jennifer— McNelis, Mary—see Ross, Steven M. Establishing Action Research in One School Mosenthal, James H.—Change in Two Teach- District, 33-40 ers’ Conceptions of Math or Writing In- Carter, Jo A.—see Solmon, Melinda A. struction after In-Service Training, 263-277 Mulryan, Catherine M.—Fifth and Sixth Grad- Finn, Jeremy D.; Pannozzo, Gina M.; and ers’ Involvement and Participation in Coop- Voelkl, Kristin E.—Disruptive and Inatten- erative Small Groups in Mathematics, 297- tive-Withdrawn Behavior and Achievement 310 among Fourth Graders, 421-434 Fischer, Robyn—see Neuman, Susan B. Neuman, Susan B., and Fischer, Robyn—Task Fuchs, Douglas—see Simmons, Deborah C. and Participation Structures in Kindergar- Fuchs, Lynn S.—see Simmons, Deborah C. tens Using a Holistic Literacy Teaching Per- Fulk, Cindy L., and Smith, Paula J.—Students’ spective, 325-338 Perceptions of Teachers’ Instructional and Management Adaptations for Students with Pannozzo, Gina M.—see Finn, Jeremy D. Learning or Behavior Problems, 409-419 Pugach, Marleen C., and Wesson, Caren L.— Teachers’ and Students’ Views of Team Gersten, Russell, and Woodward, John—A Teaching of General Education and Learn- Longitudinal Study of Transitional and Im- ing-disabled Students in Two Fifth-Grade mersion Bilingual Education Programs in Classes, 279-295 One District, 223-239 Gerig, Thomas M.—see Jones, M. Gail Gill, J. Thomas—see Invernizzi, Marcia Reynolds, Anne—The Knowledge Base for Be- Good, Thomas L.—Editorial Statement, 1 ginning Teachers: Education Professionals’ Graves, Michael F.—see Ryder, Randall J. Expectations versus Research Findings on Learning to Teach, 199-221 Hamilton, Mary Lynn, and Richardson, Vir- Richardson, Virginia—see Hamilton, Mary ginia—Effects of the Culture in Two Schools Lynn on the Process and Outcomes of Staff De- Ross, Steven M., and Smith, Lana J.—Effects of velopment, 367-385 the Success for All Model on Kindergarten Hodge, Janie Pate—see Simmons, Deborah C. through Second-Grade Reading Achieve- Hoover-Dempsey, Kathieen V.; Bassler, Otto ment, Teachers’ Adjustment, and Class- C.; and Burow, Rebecca—Parents’ Reported room-School Climate at an Inner-City Involvement in Students’ Homework: Strat- School, 121-138 egies and Practices, 435-450 Ross, Steven M.; Smith, Lana J.; Lohr, Linda; and McNelis, Mary—Math and Reading In- Invernizzi, Marcia; Abouzeid, Mary; and Gill, struction in Tracked First-Grade Classes, J. Thomas—Using Students’ Invented Spell- 105-120 iv THE ELEMENTARY SCHOOL JOURNAL Ryder, Randall J., and Graves, Michael F.—Vo- Effects of a Cooperative Learning Approach in cabulary Instruction Presented prior to Reading and Writing on Academically Reading in Two Basal Readers, 139-154 Handicapped and Nonhandicapped Stu- dents—Robert J. Stevens and Robert E. Scott, Carolyn A.—Project-based Science: Re- Slavin, 241-262 flections of a Middle School Teacher, 75-94 Effects of Activities That Promote Cooperation Segal-Andrews, Abbie M.—Understanding Stu- among Seventh Graders in a Future Prob- dent Behavior in One Fifth-Grade Class- lem Solving Classroom—Lynn Buckmaster, room as Contextually Defined, 183-197 49-62 Simmons, Deborah C.; Fuchs, Lynn S.; Fuchs, Effects of Collaborative Test Taking on Reten- Douglas; Mathes, Patricia; and Hodge, Janie tion in Eight Third-Grade Mathematics Pate—Effects of Explicit Teaching and Peer Classes—Roy Billington, 23-31 Tutoring on the Reading Achievement of Effects of Explicit Teaching and Peer Tutoring Learning-Disabled and Low-Performing on the Reading Achievement of Learning- Students in Regular Classrooms, 387-408 Disabled and Low-Performing Students in Simms, Muriel—A Principal Tutors Four Low Regular Classrooms—Deborah C. Simmons, Achievers in a Third-Grade Mathematics Lynn S. Fuchs, Douglas Fuchs, Patricia Classroom, 41-48 Mathes, and Janie Pate Hodge, 387-408 Slavin, Robert E.—see Stevens, Robert J. Effects of Group Grading on Cooperation and Smith, Lana J.—see Ross, Steven M. Achievement in Two Fourth-Grade Math Smith, Paula J.—see Fulk, Cindy L. Classes—Maureen A. Stuart, 11-22 Solmon, Melinda A., and Carter, Jo A.—Kin- Effects of the Culture in Two Schools on the dergarten and First-Grade Students’ Percep- Process and Outcomes of Staff Develop- tions of Physical Education in One Teach- ment—Mary Lynn Hamilton and Virginia er’s Classes, 355-366 Richardson, 367-385 Stevens, Robert J., and Slavin, Robert E.—Ef- Effects of the Success for All Model on Kinder fects of a Cooperative Learning Approach garten through Second-Grade Reading in Reading and Writing on Academically Achievement, Teachers’ Adjustment, and Handicapped and Nonhandicapped Stu- Classroom-School Climate at an Inner-City dents, 241-262 School—Steven M. Ross and Lana J. Smith, Stroeher, Susan Kochenberger—Sixteen Kinder- 121-138 gartners’ Gender-related Views of Careers, Encouraging Student Initiative in a Fourth- 95-103 Grade Classroom—Rahima C. Wade, 339- Stuart, Maureen A.—Effects of Group Grading 354 on Cooperation and Achievement in Two Establishing Action Research in One School Fourth-Grade Math Classes, 11-22 District—Cathy Caro-Bruce and Jennifer McCreadie, 33-40 Voelkl, Kristin E.—see Finn, Jeremy D. Factors That Affect African-American Students’ Bonding to Middle School—Virginia Myer Wade, Rahima C.—Encouraging Student Initia- Kester, 63-74 tive in a Fourth-Grade Classroom, 339-354 Fifth and Sixth Graders’ Involvement and Par- Wesson, Caren L.—see Pugach, Marleen C. ticipation in Cooperative Small Groups in Woodward, John—see Gersten, Russell Mathematics—Catherine M. Mulryan, 297- 310 Kindergarten and First-Grade Students’ Per- Title Index ceptions of Physical Education in One Teacher's Classes—Melinda A. Solmon and Jo A. Carter, 355-366 Action Research: Are Teachers Finding Their The Knowledge Base for Beginning Teachers: Voice?—Mary Beth Llorens, 3-10 Education Professionals’ Expectations versus Change in Two Teachers’ Conceptions of Math Research Findings on Learning to Teach— or Writing Instruction after In-Service Train- Anne Reynolds, 199-221 ing—James H. Mosenthal, 263-277 A Longitudinal Study of Transitional and Im- Disruptive and Inattentive-Withdrawn Behav- mersion Bilingual Education Programs in ior and Achievement among Fourth Grad- One District—Russell Gersten and John ers—Jeremy D. Finn, Gina M. Pannozzo, Woodward, 223-239 and Kristin E. Voelkl, 421-434 Math and Reading Instruction in Tracked First- Editorial Statement—Thomas L. Good, 1 Grade Classes—Steven M. Ross, Lana J. MAY 1995 INDEX TO VOLUME 95 v Smith, Linda Lohr, and Mary McNelis, with Learning or Behavior Problems—Cindy 105-119 L. Fulk and Paula J. Smith, 409-419 Parents’ Reported Involvement in Students’ Task and Participation Structures in Kindergar- Homework: Strategies and Practices—Kath- tens Using a Holistic Literacy Teaching Per- leen V. Hoover-Dempsey, Otto C. Bassler, spective—Susan B. Neuman and Robyn Fischer, 325-337 and Rebecca Burow, 435-450 Teachers’ and Students’ Views of Team Teach- A Principal Tutors Four Low Achievers in a ing of General Education and Learning- Third-Grade Mathematics Classroom— disabled Students in Two Fifth-Grade Muriel Simms, 41-47 Classes—Marleen C. Pugach and Caren L. Project-based Science: Reflections of a Middle Wesson, 279-295 School Teacher—Carolyn A. Scott, 75-94 A Teacher's Knowledge as Classroom Script Reflective Practice and Anthropology in Cul- for Mathematics Instruction—Deborah An- turally Diverse Classrooms—Evelyn Jacob, ders, 311-324 451-463 Understanding Student Behavior in One Fifth- Silent Sixth-Grade Students: Characteristics, Grade Classroom as Contextually Defined— Achievement, and Teacher Expectations—M. Abbie M. Segal-Andrews, 183-197 Using Students’ Invented Spellings as a Guide Gail Jones and Thomas M. Gerig, 169-182 for Spelling Instruction That Emphasizes Sixteen Kindergartners’ Gender-related Views Word Study—Marcia Invernizzi, Mary of Careers—Susan Kochenberger Stroeher, Abouzeid, and J. Thomas Gill, 155-167 95-103 Vocabulary Instruction Presented prior to Students’ Perceptions of Teachers’ Instructional Reading in Two Basal Readers—Randall J. and Management Adaptations for Students Ryder and Michael F. Graves, 139-153