Annemie Schepens

Classification, Seriation, and Counting in Grades 1, 2, and 3 as Two-Year Longitudinal Predictors for Low Achieving in Numerical Facility and Arithmetical Achievement?

Previous research stresses the importance of seriation, classification, and counting abilities that should be assessed in kindergarten, when looking for crucial predictors of mathematical learning disabilities in Grade 1. This study examines (n = 158) two-year-long predictive relationships between childrens seriation, classification, procedural counting knowledge, and conceptual counting knowledge, and their numerical facility and arithmetical achievement in Grades 3, 4, and 5. Path analyses reveal a relationship between procedural counting knowledge in Grades l and 3 and numerical facility, and between conceptual counting knowledge in Grade l and arithmetical achievement in Grades 1 and 2. In addition, procedural counting knowledge correlates with seriation, and conceptual counting knowledge correlates with classification as well as with seriation in Grade 1. Clinicians are encouraged to select early arithmetic subtests with caution when assessing and predicting arithmetic and arithmetical disabilities.

Design and methodological issues related to research on partnerships between teacher education institutions and schools

This contribution focuses on the way research on partnerships between teacher education institutions and schools might be conducted. It is stated that research in teacher education partnerships can be improved by investigating what has been done in this respect and what the strengths and weaknesses are of research and evaluation in that context. The article suggests how researchers might find their way in doing research on educational partnerships by providing an adequate research design, taking into account the restrictions and challenges of partnership research.