Several studies on analogical transfer to algebra word problems have demonstrated that adapting solutions learned from worked examples to nonisomorphic problems of the same type is challenging and that most instructional aids do not alleviate this difficulty. At the same time, various authors have suggested that transfer difficulties sometimes originate in students’ lack of disposition to relate algebraic formulas to the real-world situations to which they refer. We designed a noninteractive intervention encouraging students to elaborate situation models for base and target problems, and to ground algebraic formalisms in these representations. One experimental group simulated situation models by physical object manipulation, whereas another experimental group performed those simulations mentally. Both conditions outperformed a control group that did not run simulations. This intervention was more effective when the transformations posed by target problems were intrinsically more difficult to assimilate into the learned equation. Implications for the design of instructional interventions are discussed.

The purpose of this exploratory study was to examine the perceived opportunities and threats of teachers working on a primary level in North Rhine Westphalia, Germany, regarding inclusive schooling. Two open-ended questions using a standardized paper-pencil-questionnaire format were administered to 452 general and 130 special education teachers. Results of descriptive and inferential statistical analyses indicated that both teacher groups expressed strong concerns related to students’ educational needs and learning opportunities. Nevertheless, their perceptions differ significantly in specific categories. General education teachers anticipate inclusive schooling to improve social school climate; however, they expressed several concerns: declining teaching quality, having insufficient professional skills themselves, higher work load, and lack of resources. Their special education colleagues expected improved learning opportunities would result for all students but were worried about changes in their professional role and the political realization of inclusive schooling. Implications for practice, limitations, and the need for future research are discussed.

The authors summarize research on curriculum-based measurement (CBM) within four strands. They provide an overview of studies demonstrating the psychometric tenability of CBM. They discuss the body of work showing how teachers can use CBM to inform instructional planning. They examine CBM’s potential use in evaluating treatment effects. Finally, they summarize work on CBM for the purpose of identifying children who fail to profit from otherwise effective instruction.

Cognitive education is usually considered in terms of its impact on students’ problem-solving skills and their acquisition of disciplinary knowledge. Little is known about the impact of cognitive training on the cognitive skills of teachers themselves. In this pilot study, 80 South African high school teachers participated in the cognitive education (Instrumental Enrichment) course and then implemented the principles of cognitive teaching/learning in their classroom instruction. Teachers’ problem-solving skills were evaluated before the start and after 9 months of training and implementation. Significant changes were observed in teachers’ problem-solving performance. Teachers with better mastery of cognitive education program also demonstrated better cognitive task performance on the posttest. Teachers with weaker pretraining cognitive performance made greater relative gains than teachers with stronger initial performance. Recommendations are made regarding the use of Instrumental Enrichment as a tool of cognitive enhancement for teachers.

The goal of this article is to explore the process of dynamic assessment (DA) with a group of educated adults. Although there is nothing in the theory of DA that would prevent its use with educated adults who have normative development, in practice, the main emphasis of DA research and practice was on children or adults with various special education needs. The potential scope of DA is, however, much wider. One needs only to accept the premise that a person’s current problem-solving ability and his or her learning ability are two different constructs. This study piloted the use of the flags test of logical reasoning with a group of 20 special education teachers. The results indicate that the flags test is suitable for identifying participants with different learning potentials—“high scorers,” “gainers,” and “nongainers.” Recommendations are made regarding specific test and mediation items.