Table Of Content

The Elementary School Journal Published September, November, Index to Volume 100 January, March, and May by the University of Chicago Press Sepernines, Movuaiee, 3598, ane January, March, May, 2000 Editor Thomas L. Good Managing Editor Gail Miller Hinkel The University of Chicago Press Published September, November 1999 January, March, May, 2000 Copyright 1999, 2000, by the University of Chicago INDEX TO VOLUME 100 Author Index Giasson, Jocelyne—see Saint-Laurent, Lise Good, Thomas L.—Editorial Statement, 1 Good, Thomas L.—Introduction, 405-407 Anderman, Eric M.; Anderman, Lynley H.; and Griesinger, Tripp—see Anderman, Eric M. Griesinger, Tripp—The Relation of Present Grove, Kathleen A.—see Fisher, Douglas and Possible Academic Selves during Early Adolescence to Grade Point Average and Achievement Goals, 3-18 Hamlett, Carol L.—see Fuchs, Lynn S. Anderman, Lynley H.—see Anderman, Eric M. Harmon, Janis M.; Hedrick, Wanda B.; and Fox, Elizabeth A.—A Content Analysis of Vocab- ulary Instruction in Social Studies Textbooks Baker, Jean A.—Teacher-Student Interaction in for Grades 4-8, 253-271 Urban At-Risk Classrooms: Differential Be- Hedrick, Wanda B.—see Harmon, Janis M. havior, Relationship Quality, and Student Sat- Hewlett, Sally—see Fuchs, Lynn S. isfaction with School, 57-70 Bliem, Carribeth L.—see Borko, Hilda Karns, Kathy—see Fuchs, Lynn S. Boehlen, Sophie—see Roskos, Kathleen Kazdan, Sarah—see Fuchs, Lynn S. Bondy, Elizabeth, and McKenzie, Jim—Resil- ience Building and Social Reconstructionist Teaching: A First-Year Teacher’s Story, 129- Lubienski, Sarah Theule—A Clash of Social 150 Class Cultures? Students’ Experiences in a Borko, Hilda; Davinroy, Kathryn H.; Bliem, Car- Discussion-Intensive Seventh-Grade Mathe- ribeth L.; and Cumbo, Kathryn B.—Exploring matics Classroom, 377-403 and Supporting Teacher Change: Two Third- Grade Teachers’ Experiences in a Mathematics McKenzie, Jim—see Bondy, Elizabeth and Literacy Staff Development Project, 273- Meece, Judith L.—see Miller, Samuel D. 306 Miller, Samuel D., and Meece, Judith L.—Third Graders’ Motivational Preferences for Reading and Writing Tasks, 19-36 Calhoon, Mary Beth—see Fuchs, Lynn S. Corno, Lyn—Looking at Homework Differently, 529-548 Pianta, Robert C.; Cox, Martha J.; Taylor, Lor- Cox, Martha J.—see Pianta, Robert C. raine; and Early, Diane—Kindergarten Teach- Cumbo, Kathryn B.—see Borko, Hilda ers’ Practices Related to the Transition to School: Results of a National Survey, 71-86 Davinroy, Kathryn H.—see Borko, Hilda Remillard, Janine T.—Can Curriculum Materials Dembo, Myron H., and Eaton, Martin ].—Self- Support Teachers’ Learning? Two Fourth- Regulation of Academic Learning in Middle- Grade Teachers’ Use of a New Mathematics Level Schools, 473-490 Text, 331-350 Dutro, Elizabeth—see Wixson, Karen K. Roeser, Robert W.; Eccles, Jacquelynne S.; and Sameroff, Arnold J.—School as a Context of Early, Diane—see Pianta, Robert C. Early Adolescents’ Academic and Social-Emo- Eccles, Jacquelynne S.—see Roeser, Robert W. tional Development: A Summary of Research Findings, 443-471 Fisher, Douglas; Sax, Caren; and Grove, Kath- Roskos, Kathleen; Boehlen, Sophie; and Walker, leen A.—The Resilience of Changes Promot- Barbara J.—Learning the Art of Instructional ing Inclusiveness in an Urban Elementary Conversation: The Influence of Self-Assess- School, 213-228 ment on Teachers’ Instructional Discourse in a Fox, Elizabeth A.—see Harmon, Janis M. Reading Clinic, 229-252 Fuchs, Dougias—-see Fuchs, Lynn S. Rothstein, Richard—Toward a Composite Index Fuchs, Lynn S.; Fuchs, Douglas; Kazdan, Sarah; of School Performance, 409—441 Karns, Kathy; Calhoon, Mary Beth; Hamlett, Carol L.; and Hewlett, Sally—Effects of Work- Saint-Laurent, Lise, and Giasson, Jocelyne— group Structure and Size on Student Produc- Four Canadian Kindergarten Teachers’ Re- tivity during Collaborative Work on Complex ports about the Implementation of an Emer- Tasks, 183-212 gent Reading Program, 111-128 Sameroff, Arnold J|.—see Roeser, Robert W. Gersten, Russell—Lost Opportunities: Chal- Sax, Caren—see Fisher, Douglas lenges Confronting Four Teachers of English- Smith, Margaret Schwan—Balancing Old and Language Learners, 37-56 New: An_ Experienced Middle School 556 THE ELEMENTARY SCHOOL JOURNAL Teacher’s Learning in the Context of Mathe- A Fifth-Grade Teacher's Reconstruction of Math- matics Instructional Reform, 351-376 ematics and Literacy Teaching: Exploring In- Smyth, John—Reclaiming Social Capital through teractions among Identity, Learning, and Sub- Critical Teaching, 491-511 ject Matter—James P. Spillane, 307-330 Spillane, James P.—A Fifth-Grade Teacher's Re- Four Canadian Kindergarten Teachers’ Reports construction of Mathematics and Literacy about the Implementation of an Emergent Teaching: Exploring Interactions among Iden- Reading Program—Lise Saint-Laurent and Jo- tity, Learning, and Subject Matter, 307-330 celyne Giasson, 111-128 Taylor, Lorraine—see Pianta, Robert C. Introduction—Thomas L. Good, 405-407 Wagner, Jon—The Pragmatics of Practitioner Kindergarten Teachers’ Practices Related to the Research: Linking New Knowledge with Transition to School: Results of a National Sur- Power in an Urban Elementary School, 151- vey—Robert C. Pianta, Martha J. Cox, Lor- 180 raine Taylor, and Diane Early, 71-86 Walker, Barbara J.—see Roskos, Kathleen Wanlass, Yevette—Broadening the Concept of Learning the Art of Instructional Conversation: Learning and School Competence, 513-527 The Influence of Self-Assessment on Teachers’ Wixson, Karen K., and Dutro, Elizabeth-—Stan- Instructional Discourse in a Reading Clinic— dards for Primary-Grade Reading: An Analy- Kathleen Roskos, Sophie Boehlen, and Bar- sis of State Frameworks, 89-110 bara J. Walker, 229-252 Looking at Homework Differently —Lyn Corno, 529-548 Lost Opportunities: Challenges Confronting Title Index Four Teachers of English-Language Learn- ers—Russell Gersten, 37-56 Balancing Old and New: An Experienced Middle School Teacher’s Learning in the Context of Mathematics Instructional Reform— Margaret The Pragmatics of Practitioner Research: Linking Schwan Smith, 351-376 New Knowiedge with Power in an Urban El- Broadening the Concept of Learning and School ementary School—Jon Wagner, 151-180 Competence— Yevette Wanlass, 513-527 Reclaiming Social Capital through Critical Can Curriculum Materials Support Teachers’ Teaching—John Smyth, 491-511 Learning? Two Fourth-Grade Teachers’ Use of The Relation of Present and Possible Academic a New Mathematics Text—Janine T. Remil- Selves during Early Adolescence to Grade lard, 331-350 Point Average and Achievement Goals—Eric A Clash of Social Class Cultures? Students’ Ex- M. Anderman, Lynley H. Anderman, and periences in a Discussion-Intensive Seventh- Tripp Griesinger, 3-18 Grade Mathematics Classroom—Sarah Theule Resilience Building and Social Reconstructionist Lubienski, 377-403 Teaching: A First-Year Teacher’s Story —Eliz- A Content Analysis of Vocabulary Instruction in abeth Bondy and Jim McKenzie, 129-150 Social Studies Textbooks for Grades 4-8— The Resilience of Changes Promoting Inclusive- Janis M. Harmon, Wanda B. Hedrick, and Eliz- ness in an Urban Elementary School— Doug- abeth A. Fox, 253-271 las Fisher, Caren Sax, and Kathleen A. Grove, 213-228 Effects of Workgroup Structure and Size on Stu- dent Productivity during Collaborative Work School as a Context of Early Adolescents’ Aca- on Complex Tasks—Lynn S. Fuchs, Douglas demic and Social-Emotional Development: A Fuchs, Sarah Kazdan, Kathy Karns, Mary Beth Summary of Research Findings—Robert W. Calhoon, Carol L. Hamlett, and Sally Hewlett, Roeser, Jacquelynne S. Eccles, and Arnold J. 183-212 Sameroff, 443-471 Exploring and Supporting Teacher Change: Two Self-Regulation of Academic Learning in Mid- Third-Grade Teachers’ Experiences in a Math- dle-Level Schools—Myron H. Dembo and ematics and Literacy Staff Development Pro- Martin J. Eaton, 473-490 ject—Hilda Borko, Kathryn H. Davinroy, Car- Standards for Primary-Grade Reading: An Anal- ribeth L. Bliem, and Kathryn B. Cumbo, 273- ysis of State Frameworks—Karen K. Wixson 306 and Elizabeth Dutro, 89-110 MAY 2000 INDEX TO VOLUME 100 557 Teacher-Student Interaction in Urban At-Risk Reading and Writing Tasks—Samuel D. Classrooms: Differential Behavior, Relation- Milier and Judith L. Meece, 19-36 ship Quality, and Student Satisfaction with Toward a Composite Index of School Perfor- School—Jean A. Baker, 57-70 mance—Richard Rothstein, 409-441 Third Graders’ Motivational Preferences for