The purposes of this study were to assess the differential effects of a single strategy (schema-based instruction; SBI) versus multiple strategies (general strategy instruction, GSI) in promoting mathematical problem solving and mathematics achievement as well as to examine the influence of word problem-solving instruction on the development of computational skills. Eighty-eight 3rd graders and their teachers were assigned randomly to conditions (SBI and GSI). Students were pre- and posttested on mathematical problem-solving and computation tests and were posttested on the Pennsylvania System of School Assessment Mathematics test, a criterion-referenced test that measures student attainment of academic standards. Results revealed SBI to be more effective than GSI in enhancing students' mathematical word problem-solving skills at posttest and maintenance. Further, results indicate that the SBI groups' performance exceeded that of the GSI group on the Pennsylvania System of School Assessment measure. On the computation test, both groups made gains over time.

This study examines the relationship between multicultural events in group supervision, group climate, and supervisee multicultural competence using a mixed qualitative/quantitative design. The discovery-oriented approach yielded 196 helpful and hindering multicultural events among 136 participants. The most common events included multicultural learning and peer vicarious learning. Supervisees suggested improving their group supervision through better integration of multicultural issues and more supervisor involvement. Regarding group climate, supervisees reporting peer vicarious learning or multicultural learning experienced higher group engagement, whereas misapplications of multicultural theory related to higher reports of group conflict. Increased multicultural learning and extra-group multicultural events positively related to supervisees' multicultural competence whereas multicultural conflicts with supervisors, misapplication of multicultural theory, and the absence of multicultural events negatively related to supervisee multicultural competence. The findings of this study generated several suggestions for managing multicultural events as well as improving theory, research, and practice for group supervision.

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