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Connecting Classroom Practice and Research: A Review: Journal of Research in Childhood Education Vol. 16, No. 1, Fall/Winter 2001

In this issue, the authors extend our knowledge of children and learning on a variety of topics. The first article examines teachers’ beliefs concerning the importance of different developmental skills and abilities that emerge in early childhood. The purpose of the second study was to determine if the differences in achievement that existed at the end of the 3rd grade among students who attended or did not attend kindergarten continued to exist throughout the succeeding school years. The third study focuses on general education teachers involved in inclusion with students with Down syndrome. By asking the question, ”Do tutors do what they are supposed to do?,” the authors in the next study provide insight into the struggles of tutorsand students. Inanother study, researchers investigated theextent to which teachers are reading and making quality books accessible to children. Researchers in the next study replicated work that analyzed gender differences in character representation, using Caldecott award-winners in children’s literature. To gain a larger sample, the present study used non-award-winning “easy-toread” books. The next article reports on an investigation into the problem-solving methods employed by three 6th-grade students. In another study, the authors point out there is little research dealing with everyday occurrences in a primary classroom in Nigeria. The authors believe their findings are needed to build a more complete understanding of sub-Saharan primary classrooms. Finally, in a comparative cross-national study, the authors show the value of using the evaluation tool known as ECERS to assess quality inearly childhood education.