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The following HTML text is provided to enhance online readability. Many aspects of typography translate only awkwardly to HTML. Please use the page image as the authoritative form to ensure accuracy. Change resistance to, 23 in students’ evolving knowledge, monitoring, 111 Cheche Konnen project, 134 Children entering kindergarten behind their peers challenge of, 68 Children’s magazines, 102 Children’s Math Worlds, 70 Clement, John, 104 Cognitively Guided Instruction, 86 Collaborative learning, 57 Committee on Scientific Principles for Education Research, 146, 148 Committee on the Prevention of Reading Difficulties in Young Children, 35 Competence strategic, 67 Comprehensive Test of Basic Skills (CTBS), 116–117 Content material including less, but at greater depth, 129 “Cooperative learning,” 53 Criteria for choosing research topics, 26–27 existing rigorous R&D efforts already showing promising gains in student achievement, 1–2, 26 pervasive problems of practice lacking knowledge base to guide instructional interventions, 2, 26 CTBS. See Comprehensive Test of Basic Skills Curriculum and pedagogy for reading instruction in first through third grade, 36–37 in student knowledge of algebra, 91–92 in student knowledge of early reading, 35–37 in student knowledge of physics, 110–114 in student knowledge of reading comprehension beyond the early years, 51–54 in student knowledge of science across the school years, 127–134 in student learning of elementary mathematics, 70–75 D Data collection systems, 143, 148 Decontextualized language instruction in the early years, 34 Decontextualized language structures, 33, 57 Differentiating instruction, 40–41 Discovery Channel, 102 E Early mathematics assessments, 4, 81–84 implementing standards-based, 83–84 teacher understanding of, 83 technology support needed to assist teachers, 83 research agenda initiatives, 3, 41–49 student knowledge, 31–39 teacher knowledge, 39–41 Early Reading First Guidelines, 42 Early reading preparedness, 3, 42–43 increased use of one-on-one or small group, adult-child conversation, 43 professional development programs on vocabulary and oral language development, 43 use of read-alouds, 43 use of science-, number-, or world-knowledge-focused curricula, 43 Educational Development Center, 71 Eisenhower math-science programs, 119 Elementary mathematics, 4–5, 66–87 research agenda initiatives, 4–5, 80–87 student learning, 66–76 teacher knowledge, 76–80 Embedded phonics, 38 Empirical investigation methods of, 129–131 posing significant questions for, 143–144 Evaluation. See Assessments Everyday Mathematics curriculum, 71, 76, 151 Exemplary teaching practice learning from, 45 Expected progression of student thinking, 16 Experimentation, 126 F Follow-through, 19 Force Concept Inventory, 111–112, 114, 118–119, 134, 138, 168 Formative assessments in classroom to assist learning, 167–168
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