Table Of Content

THEORY INTO PRACTICE / Autumn 2004 Developmental Psychology: Implications for Teaching INDEX TO VOLUME XLIII Additional Resources for Classroom Use, 87-89, 165- Constructions of LGBT Youth: Opening Up Subject 167, 242-245. Positions. Susan Talburt, 116-121. Andersen, Christopher. Learning in “As-If’ Worlds: Cooper, Harris, & Reach, Kelle. Homework Hotlines: Cognition in Drama in Education, 281-286. Recommendations for Successful Practice, 234- Andersen, Christopher. This Issue: Developmental Psy- 241. chology: Implications for Teaching, 251-252. Cooper, Harris. This Issue: Homework, 171-173. Astor, Ron Avi, Benbenishty, Rami, & Meyer, Heather Cooperative Conflict Management as a Basis for Train- Ann. Monitoring and Mapping Student Victimiza- ing Students in China. Dean Tjosvold & Sofia Su tion in Schools, 39-49. Fang, 80-86. Bempechat, Janine. The Motivational Benefits of Home- Coping Competencies: What to Teach and When. Erica work: A Social-Cognitive Perspective, 189-196. Frydenberg, 14-22. Benbenishty, Rami, Meyer, Heather Ann, & Astor, Ron Corno, Lyn, & Xu, Jianzhong. Homework as the Job Avi. Monitoring and Mapping Student Victimiza- of Childhood, 227- 233. tion in Schools, 39-49. Cosden, Merith, Morrison, Gale, Gutierrez, Lisa, & Blackburn, Mollie V. Understanding Agency Beyond Brown, Megan. The Effects of Homework Programs School-Sanctioned Activities, 102-110. and After-School Activities on School Success, 2290-226. Blackburn, Mollie V., & Donelson, Randal. This Is- sue: Sexual Identities and Schooling, 99-101. Coutts, Pamela. Meanings of Homework and Implica- tions for Practice, 182-188. Bowman, Margo, & Treiman, Rebecca. Stepping Stones Darnor, Céline, Buchs, Céline, Butera, Fabrizio, & to Reading, 295-303. Mugney, Gabriel. Conflict Elaboration and Cogni- Brown, Megan, Cosden, Merith, Morrison, Gale, & tive Outcomes, 23-30. Gutierrez, Lisa. The Effects of Homework Pro- Davidson, John, & Wood, Christine. A Conflict Reso- grams and After-School Activities on School Suc- lution Model, 6-13. cess, 220-226. Davis, Heather A. One Cognitive-Developmentalist Bryan, Tanis, & Burstein, Karen. Improving Home- Speaks as an Educator, 253-259. work Completion and Academic Performance: Les- Dean Jr., David, & Kuhn, Deanna. Metacognition: A sons From Special Education, 213-219. Bridge Between Cognitive Psychology and Edu- Buchs, Céline, Butera, Fabrizio, Mugney, Gabriel, & cational Practice, 268-273. Darnon, Céline. Conflict Elaboration and Cogni- Donelson, Randal, & Blackburn, Mollie V. This Issue: tive Outcomes, 23-30. Sexual Identities and Schooling, 99-101. Burstein, Karen, & Bryan, Tanis. Improving Home- Donelson, Randal, & Rogers, Theresa. Negotiating a work Completion and Academic Performance: Les- Research Protocol for Studying School-Based Gay sons From Special Education, 213-219. and Lesbian Issues, 128-135. Butera, Fabrizio, Mugney, Gabriel, Darnon. Céline, & Effects of Homework Programs and After-School Activi- Buchs, Céline. Conflict Elaboration and Cognitive ties on School Success, The. Merith Cosden, Gale Outcomes, 23-30. Morrison, Lisa Gutierrez, & Megan Brown, 220-226. Can Scientific Research From the Laboratory be of Emergent Notational Understanding: Educational Chal- Any Use to Teachers? Denis Newman & Michael lenges From a Developmental Perspective. Merce Cole, 260-267. Garcia-Mila, Eduardo Marti, & Ana Teberosky, Citizenships, Sexualities, and Education. Lisa W. 287-294. Loutzenheiser & Lori B. MacIntosh, 151-158. Fang, Sofia Su, & Tjosvold, Dean. Cooperative Con- Cole, Michael, & Newman, Denis. Can Scientific Re- flict Management as a Basis for Training Students search From the Laboratory be of Any Use to in China, 80-86. Teachers?, 260-267. Fisher-Yoshida, Beth, & Coleman, Peter T. Conflict Coleman, Peter T., & Fisher-Yoshida, Beth. Conflict Resolution at Multiple Levels Across the Lifespan: Resolution at Multiple Levels Across the Lifespan: The Work of the ICCCR, 31-38. The Work of the ICCCR, 31-38. Frydenberg, Erica. Coping Competencies: What to Conflict Elaboration and Cognitive Outcomes. Céline Teach and When, 14-22. Buchs, Fabrizio Butera, Gabriel Mugney, & Céline Garcia-Mila, Merce, Marti, Eduardo, & Teberosky, Ana. Darnon, 23-30. Emergent Notational Understanding: Educational Conflict Resolution at Multiple Levels Across the Challenges From a Developmental Perspective, Lifespan: The Work of the ICCCR. Peter T. Cole- 287-294. man & Beth Fisher-Yoshida, 31-38. Gearhart, Maryl, & Saxe, Geoffrey B. When Teachers Conflict Resolution Model, A. John Davidson & Chris- Know What Students Know: Integrating Mathe- tine Wood, 6-13. matics Assessment, 304-313. THEORY INTO PRACTICE, Volume 43, Number 4, Autumn 2004 Copyright © 2004 College of Education, The Ohio State University THEORY INTO PRACTICE / Autumn 2004 Developmental Psychology: Implications for Teaching INDEX TO VOLUME XLIII Additional Resources for Classroom Use, 87-89, 165- Constructions of LGBT Youth: Opening Up Subject 167, 242-245. Positions. Susan Talburt, 116-121. Andersen, Christopher. Learning in “As-If’ Worlds: Cooper, Harris, & Reach, Kelle. Homework Hotlines: Cognition in Drama in Education, 281-286. Recommendations for Successful Practice, 234- Andersen, Christopher. This Issue: Developmental Psy- 241. chology: Implications for Teaching, 251-252. Cooper, Harris. This Issue: Homework, 171-173. Astor, Ron Avi, Benbenishty, Rami, & Meyer, Heather Cooperative Conflict Management as a Basis for Train- Ann. Monitoring and Mapping Student Victimiza- ing Students in China. Dean Tjosvold & Sofia Su tion in Schools, 39-49. Fang, 80-86. Bempechat, Janine. The Motivational Benefits of Home- Coping Competencies: What to Teach and When. Erica work: A Social-Cognitive Perspective, 189-196. Frydenberg, 14-22. Benbenishty, Rami, Meyer, Heather Ann, & Astor, Ron Corno, Lyn, & Xu, Jianzhong. Homework as the Job Avi. Monitoring and Mapping Student Victimiza- of Childhood, 227- 233. tion in Schools, 39-49. Cosden, Merith, Morrison, Gale, Gutierrez, Lisa, & Blackburn, Mollie V. Understanding Agency Beyond Brown, Megan. The Effects of Homework Programs School-Sanctioned Activities, 102-110. and After-School Activities on School Success, 2290-226. Blackburn, Mollie V., & Donelson, Randal. This Is- sue: Sexual Identities and Schooling, 99-101. Coutts, Pamela. Meanings of Homework and Implica- tions for Practice, 182-188. Bowman, Margo, & Treiman, Rebecca. Stepping Stones Darnor, Céline, Buchs, Céline, Butera, Fabrizio, & to Reading, 295-303. Mugney, Gabriel. Conflict Elaboration and Cogni- Brown, Megan, Cosden, Merith, Morrison, Gale, & tive Outcomes, 23-30. Gutierrez, Lisa. The Effects of Homework Pro- Davidson, John, & Wood, Christine. A Conflict Reso- grams and After-School Activities on School Suc- lution Model, 6-13. cess, 220-226. Davis, Heather A. One Cognitive-Developmentalist Bryan, Tanis, & Burstein, Karen. Improving Home- Speaks as an Educator, 253-259. work Completion and Academic Performance: Les- Dean Jr., David, & Kuhn, Deanna. Metacognition: A sons From Special Education, 213-219. Bridge Between Cognitive Psychology and Edu- Buchs, Céline, Butera, Fabrizio, Mugney, Gabriel, & cational Practice, 268-273. Darnon, Céline. Conflict Elaboration and Cogni- Donelson, Randal, & Blackburn, Mollie V. This Issue: tive Outcomes, 23-30. Sexual Identities and Schooling, 99-101. Burstein, Karen, & Bryan, Tanis. Improving Home- Donelson, Randal, & Rogers, Theresa. Negotiating a work Completion and Academic Performance: Les- Research Protocol for Studying School-Based Gay sons From Special Education, 213-219. and Lesbian Issues, 128-135. Butera, Fabrizio, Mugney, Gabriel, Darnon. Céline, & Effects of Homework Programs and After-School Activi- Buchs, Céline. Conflict Elaboration and Cognitive ties on School Success, The. Merith Cosden, Gale Outcomes, 23-30. Morrison, Lisa Gutierrez, & Megan Brown, 220-226. Can Scientific Research From the Laboratory be of Emergent Notational Understanding: Educational Chal- Any Use to Teachers? Denis Newman & Michael lenges From a Developmental Perspective. Merce Cole, 260-267. Garcia-Mila, Eduardo Marti, & Ana Teberosky, Citizenships, Sexualities, and Education. Lisa W. 287-294. Loutzenheiser & Lori B. MacIntosh, 151-158. Fang, Sofia Su, & Tjosvold, Dean. Cooperative Con- Cole, Michael, & Newman, Denis. Can Scientific Re- flict Management as a Basis for Training Students search From the Laboratory be of Any Use to in China, 80-86. Teachers?, 260-267. Fisher-Yoshida, Beth, & Coleman, Peter T. Conflict Coleman, Peter T., & Fisher-Yoshida, Beth. Conflict Resolution at Multiple Levels Across the Lifespan: Resolution at Multiple Levels Across the Lifespan: The Work of the ICCCR, 31-38. The Work of the ICCCR, 31-38. Frydenberg, Erica. Coping Competencies: What to Conflict Elaboration and Cognitive Outcomes. Céline Teach and When, 14-22. Buchs, Fabrizio Butera, Gabriel Mugney, & Céline Garcia-Mila, Merce, Marti, Eduardo, & Teberosky, Ana. Darnon, 23-30. Emergent Notational Understanding: Educational Conflict Resolution at Multiple Levels Across the Challenges From a Developmental Perspective, Lifespan: The Work of the ICCCR. Peter T. Cole- 287-294. man & Beth Fisher-Yoshida, 31-38. Gearhart, Maryl, & Saxe, Geoffrey B. When Teachers Conflict Resolution Model, A. John Davidson & Chris- Know What Students Know: Integrating Mathe- tine Wood, 6-13. matics Assessment, 304-313. THEORY INTO PRACTICE, Volume 43, Number 4, Autumn 2004 Copyright © 2004 College of Education, The Ohio State University Gesture’s Role in the Learning Process. Susan Goldin- Challenges From a Developmental Perspective, Meadow, 314-321. 287-294. Gill, Brian, & Schlossman, Steven. Villain or Savior? McCready, Lance T. Understanding the Marginaliza- The American Discourse on Homework, 1850- tion of Gay and Gender Non-Conforming Black 2003, 174-181. Male Students, 136-143. Goldin-Meadow, Susan. Gesture’s Role in the Learn- Meanings of Homework and Implications for Practice. ing Process, 314-321. Pamela Coutts, 182-188. Grigorenko, Elena L., & Sternberg, Robert J. Success- Metacognition: A Bridge Between Cognitive Psychol- fui Intelligence in the Classroom, 274-280. ogy and Educational Practice. Deanna Kuhn & Gutierrez, Lisa, Brown, Megan, Cosden, Merith, & David Dean Jr., 268-273. Morrison, Gale. The Effects of Homework Programs Meyer, Heather Ann, Astor, Ron Avi, & Benbenishty, and After-School Activities on School Success, Rami. Monitoring and Mapping Student Victim- 220-226. ization in Schools, 39-49. Homework as the Job of Childhood. Lyn Corno & Jian- Milgram, Roberta M., Rowell, Lonnie L., & Hong, zhong Xu, 227- 233. Eunsook. Homework Motivation and Preference: Homework Hotlines: Recommendations for Successful A Learner-Centered Homework Approach, 197-204. Practice. Kelle Reach & Harris Cooper, 234-241. Monitoring and Mapping Student Victimization in Homework Motivation and Preference: A Learner-Cen- Schools. Ron Avi Astor, Rami Benbenishty, & tered Homework Approach. Eunsook Hong, Roberta Heather Ann Meyer, 39-49. M. Milgram, & Lonnie L. Rowell, 197-204. Morrison, Gale, Gutierrez, Lisa, Brown, Megan, & Hong, Eunsook, Milgram, Roberta M., & Rowell, Lon- Cosden, Merith. The Effects of Homework Programs nie L. Homework Motivation and Preference: A and After-School Activities on School Success, Learner-Centered Homework Approach, 197-204. 220-226. Implementing the “Teaching Students to be Peacemak- Motivational Benefits of Homework, The: A Social- ers Program.” David W. Johnson & Roger T. Cognitive Perspective. Janine Bempechat, 189-196. Johnson, 68-79. Mugney, Gabriel, Darnon, Céline, Buchs, Céline, & (Im)possibility of Gay Teachers for Young Children, Butera, Fabrizio. Conflict Elaboration and Cogni- The. James R. King, 122-127. tive Outcomes, 23-30. Improving Homework Completion and Academic Per- Negotiating a Research Protocol for Studying School- formance: Lessons From Special Education. Tanis Based Gay and Lesbian Issues. Randal Donelson Bryan & Karen Burstein, 213-219. & Theresa Rogers, 128-135. Integrating Conflict Resolution and Peer Mediation Train- Newman, Denis, & Cole, Michael. Can Scientific Re- ing Into the Curriculum. Laurie Stevahn, 50-58. search From the Laboratory be of Any Use to Johnson, David W., & Johnson, Roger T. Implementing Teachers?, 260-267. the “Teaching Students to be Peacemakers Pro- One Cognitive-Developmentalist Speaks as an Educa- gram,” 68-79. tor. Heather A. Davis, 253-259. Johnson, David W., & Johnson, Roger T. This Issue: Problem of Coming Out, The. Mary Lou Rasmussen, Conflict Resolution and Peer Mediation. 3-5. 144-150. Johnson, Roger T., & Johnson, David W. Implementing Rasmussen, Mary Lou. The Problem of Coming Out, the “Teaching Students to be Peacemakers Pro- 144-150. gram,” 68-79. Reach, Kelle, & Cooper, Harris. Homework Hotlines: Johnson, Roger T., & Johnson, David W. This Issue: Recommendations for Successful Practice, 234-241. Conflict Resolution and Peer Mediation, 3-5. Reflecting on the Homework Ritual: Assignments and King, James R. The (Im)possibility of Gay Teachers Designs. Frances Van Voorhis, 205-212. for Young Children, 122-127. Resolving Conflict Creativeiy Program, The: How We Kuhn, Deanna, & Dean Jr., David. Metacognition: A Know It Works. Jennifer Selfridge, 59-67. Bridge Between Cognitive Psychology and Edu- Rogers, Theresa, & Donelson, Randal. Negotiating a cational Practice, 268-273. Research Protocol for Studying School-Based Gay Kumashiro, Kevin K. Uncertain Beginnings: Learning and Lesbian Issues, 128-135. to Teach Paradoxically, 111-115. Rowell, Lonnie L., Hong, Eunsook, & Milgram, Rob- Learning in “As-If’ Worlds: Cognition in Drama in erta M. Homework Motivation and Preference: A Education. Christopher Andersen, 281-286. Learner-Centered Homework Approach, 197-204. Loutzenheiser, Lisa W., & MacIntosh, Lori B. Citizen- Saxe, Geoffrey B., & Gearhart, Maryl. When Teachers ships, Sexualities, and Education, 151-158. Know What Students Know: Integrating Mathe- MacIntosh, Lori B., & Loutzenheiser, Lisa W. Citizen- matics Assessment, 304-313. ships, Sexualities, and Education, 151-158. Schlossman, Steven, & Gill, Brian. Villain or Savior? Marti, Eduardo, Teberosky, Ana, & Garcia-Mila, Merce. The American Discourse on Homework, 1850- Emergent Notational Understanding: Educational 2003, 174-i81. THEORY INTO PRACTICE / Autumn 2004 Developmental Psychology: Implications for Teaching Selfridge, Jennifer. The Resolving Conflict Creatively Tjosvold, Dean, & Fang, Sofia Su. Cooperative Con- Program: How We Know It Works, 59-67. flict Management as a Basis for Training Students Stepping Stones to Reading. Margo Bowman & Rebecca in China, 80-86. Treiman, 295-303. Treiman, Rebecca, & Bowman, Margo. Stepping Stones Sternberg, Robert J., & Grigorenko, Elena L. Success- to Reading, 295-303. ful Intelligence in the Classroom, 274-280. Uncertain Beginnings: Learning to Teach Paradoxical- Stevahn, Laurie. Integrating Conflict Resolution and ly. Kevin K. Kumashiro, 111-115. Peer Mediation Training Into the Curriculum, 50- Understanding Agency Beyond School-Sanctioned Ac- 58. tivities. Mollie V. Blackburn, 102-110. Successful Intelligence in the Classroom. Robert J. Understanding the Marginalization of Gay and Gender Sternberg & Elena L. Grigorenko, 274-280. Non-Conforming Black Male Students. Lance T. Talburt, Susan. Constructions of LGBT Youth: Open- McCready, 136-143. ing Up Subject Positions, 116-121. Van Voorhis, Frances. Reflecting on the Homework Teberosky, Ana, Garcia-Mila, Merce, & Marti, Edu- Ritual: Assignments and Designs, 205-212. ardo. Emergent Notational Understanding: Educa- Villain or Savior? The American Discourse on Home- tional Challenges From a Developmental work, 1850-2003. Brian Gill & Steven Schlossman, Perspective, 287-294. 174-181. This Issue: Conflict Resolution and Peer Mediation. When Teachers Know What Students Know: Integrat- _ David W. Johnson & Roger T. Johnson, 3-5. ing Mathematics Assessment. Maryl Gearhart & This Issue: Sexual Identities and Schooling. Mollie V. Geoffrey B. Saxe, 304-313. Blackburn & Randal Donelson, 99-101. Wood, Christine, & Davidson, John. A Conflict Reso- This Issue: Homework. Harris Cooper, 171-173. lution Model, 6-13. This Issue: Developmental Psychology: Implications Xu, Jianzhong, & Corno, Lyn. Homework as the Job for Teaching. Christopher Anderson, 251-252. of Childhood, 227- 233. Tip ao aa — -