Pedagogy | A

Aber, John (1991).  The Technical, the Practical, and the Emancipatory: A Habermasian View of Composition Pedagogy.  Journal of Teaching Writing, 10, 2. 

Discusses the potential usefulness of German critical social theorist Jurgen Habermas' theoretical framework for writing teachers to use as an aid to reflecting deeply about what they practice.

Abner, Julie LaMay (1996).  The Fusion of Identity, Literatures, and Pedagogy: Teaching American Indian Literatures.  Studies in American Indian Literatures, 8, 2. 

Questions to consider when teaching an American Indian literatures course include the nature of Native American identity, what constitutes American Indian literature, and the cultural context of Indian texts. Overviews articles in this issue that describe different approaches to mainstreaming American Indian literature into traditional American literature courses.

_____. (1990).  Accreditation: Evaluating the Collective Faculty. 

The Academic Senate for the California Community Colleges developed this series of criteria for use by the Accrediting Commission for Community and Junior Colleges of the Western Association of Schools and Colleges as a basis for developing standards for evaluating the collective faculty of a college. Criteria dealing with the characteristics of the faculty focus on the following: (1) the hiring process, suggesting that each college insure that faculty are chosen for their ability to perform their professional responsibilities and their understanding of the characteristics of the students they will serve; (2) preparation in the discipline, suggesting that more than 90% of the full- and part-time faculty should possess qualifications that at least meet state minimum hiring standards, and more than 50% should exceed the state minimum hiring standards; (3) staff development, focusing on the accessibility and faculty awareness of professional development opportunities, and the adoption of measures of faculty currency in their field; (4) evaluation, suggesting that the evaluation process focus on faculty effectiveness, currency in his/her field, extracurricular activities, service to the community, and self-evaluation and identification of self-determined goals; (5) assignment and load, recommending faculty involvement in the accreditation process and in academic senates and that data be collected to evaluate instructors' performance in non-teaching roles and measure faculty-wide participation in committees; (6) faculty effectiveness, suggesting that evaluation of the faculty as a whole measure the percentage of faculty judged by students and their peers to be satisfactory or better, and the percentage who have received training in pedagogy and working with a multicultural student body; and (7) staff diversity, encouraging colleges to strive for racial and cultural diversity in their faculty and staff. The final section argues that the ideal measure for evaluating the collective faculty is the degree to which they contribute to the motivation and achievement of students.

Accetta, Randy (1998).  TV Teachers and Regurgitation: The Implications of Using Telecourses to Teach English Studies. 

This paper maintains that although telecourses can be an excellent tool for providing information, they can also be abused and misused. The paper argues that if certain theoretical and practical issues are not addressed regarding the ways emerging technologies such as telecourses are used in higher education, the consequences may be staggering. Recounting the experiences of an instructor at Pima Community College (PCC) in Tucson, Arizona, who has developed writing telecourses, the paper first provides background information on the particular case of PCC and then provides information on telecourses in general. The paper raises the following concerns about using telecourses to teach English studies: (1) because telecourses are "canned" and distributed for years on end, even though they may use cutting-edge pedagogy at the time of production these courses become immediately out-dated; (2) a study of the influence of telecourses on the faculty who teach them suggests that "the longer instructors teach via distance educational technology, the more their teaching approaches in both traditional and distance settings tend to resemble each other"; (3) while telecourses enable students who are single working mothers to enter academic and professional communities previously denied them, these courses also continue to isolate and marginalize them; (4) by its nature, one-way, non-interactive telecourses will never be places for the consistent group learning that sparks critical thinking; and (5) in a similar vein, the "telecourse voice" must be questioned. Questions are asked about who will create future telecourses and who benefits from the increased advertising and the decreased retention rates, given that retention rates are universally low. | [FULL TEXT]

_____. (1994).  A Collection of Original Essays on Curriculum for the Workplace. EAE604 Curriculum and Competencies. 

This publication contains six essays that offer a range of practical and theoretical perspectives on work-related curriculum. It is part of the study materials for the one-semester distance education unit, Curriculum and Competencies, in the Open Campus Program at Deakin University (Australia). An introduction proposes a course design and pedagogy for the unit. "A Curriculum Model for Education in the Workplace" (Michael Langenbach) offers a philosophical base, differentiates between education and training, and describes a model. "Valuing Cognitive Dispositions and Cognitive Structures in Vocational Curriculum Development" (John Stevenson) uses the concerns for the role of knowledge and the nature of thinking processes to examine policies and trends in vocational education."Competency-Based Curriculum Development" (Paula Steenholdt) addresses vocational curriculum development in the technical and further education system and outlines advantages and disadvantages of competency-based training. "Putting Ourselves into Practice: New Prospects for Program Planning and Evaluation" (Michael Collins) proposes an alternative approach with an orientation toward theory and practice. "If Competence Is the Answer, What Is the Question?" (Nancy S. Jackson) explores the paradoxes and contradictions of the competency movement in Great Britain and North America and points to implications for contemporary policy developments in Australia. "Working Knowledge: Intelligent Design of Workplace Education" (Richard C. Pipan) considers the nature of the work one does as a professional educator. | [FULL TEXT]

_____. (1994).  A Collection of Readings Related to Competency-Based Training. EAE604 Curriculum and Competencies. 

This publication is part of the study materials for the distance education course, Curriculum and Competencies, in the Open Campus Program at Deakin University. It contains 39 papers on the nature, historical development, and delivery of competency-based training (CBT) and on the Australian and international debates surrounding CBT. The following papers are included: "Introduction to the Discourse on Competency-Based Training (CBT)" (Brown); "Competency-Based Education" (Spady); "Competency-Based Approach to Education and Training" (Blank); "Competency-Based Training Programs" (Foyster); "Aspects of the Framework for the Implementation of a Competency-Based Vocational Education and Training System" (VEETAC [Vocational Education, Employment, and Training Advisory Council]);"History of the Objectives Movement in Education" (Davies); "Educational Responses to the Concern for Proficiency" (Neumann); "Competence-Based Education and Training" (Tuxworth); "From Novice to Expert" (Benner); "Concept of Competence" (Jessup); "Competency-Based Training" (Thomson); "Standards and Training" (National Training Board, Rumsey, Cooper, Haines); "Statewide System for Competency-Based Instruction" (Blank); "Developing a Coherent National Framework of Qualifications" (Jessup); "Developing New Competencies for Workplace Education" (Mawer); "National Training Reform Agenda and Enterprise Bargaining" (Mansfield); "Critical Analysis of Competency-Based Systems in Adult Education" (Collins); "In Search of a Real Analysis" (Parker); "Rebuttal to: A Critical Analysis of Competency-Based Systems in Adult Education" (Ratcliff); "Competency-Based Adult Education and Variations on the Theme" (Collins); "Case against 'Competence'" (Jackson); "On 'Competence'" (Ashworth, Saxton); "Rise of Competency-Based Education" (Magnusson, Osborne); "Competency-Based Skills Training" (Gossett, Kane, Tesolowski); "Competency and the Pedagogy of Labour" (Field); "Trouble with Competence" (Norris); "NVQs (National Vocational Qualifications)" (Marshall); "Alternative Models of Competence in Vocational Education and Training" (Hodkinson); "Modularisation" (Ker); "Competency-Based Programs" (Harris, Barnes, Haines); "Implementing Competency-Based Vocational Education" (Candy, Harris); "Competency-Based Vocational Education" (Watson); "How Clever Are We...in the Way We Train Our Workers?" (Scott); "Qualified for the Job" (Cooper); "Ford Factory Learning" (Brown); "Vocational Education and Training Curriculum Policy" (Winning); "Skills, Self-Paced Learning and Work" (Davison, Smith); "Competency-Based Learning at Richmond College of TAFE (Technical and Further Education)" (Fahey); "From Concept to Practice" (Bryson, Edgar, McAleavy); and "Applications at the NAB (National Australia Bank)" (McKinnon, Cherry). Many papers contain substantial bibliographies. | [FULL TEXT]

Ada, Alma Flor (1993).  A Critical Pedagogy Approach to Fostering the Home-School Connection. 

Many of the institutions that have helped children deal with the challenge of growing up, such as small towns and extended families, are disappearing or changing, and as a consequence schools are faced with greater responsibilities. Educators must reexamine what they do to acknowledge and validate the home and family, and must extend the educational process beyond the classroom. This is especially important for language minority and economically disadvantaged students. Educators can foster the student's first language as the vehicle for healthy home interaction, validate the informal education of language minority parents, and encourage children to communicate daily school experiences with their parents. The ultimate goal of these practices is for students and parents to recognize themselves as the authors of their own lives. | [FULL TEXT]

Ada, Alma Flor; And Others (1990).  The Educator as Researcher: Principles and Practice of Participatory Research. 

The text of three papers are presented. The first, by Alma Ada Flor, focuses on the question "What is participatory research?" It is suggested that participatory research enriches the knowledge of participants and opens up new topics to them. The nature and theory fundmental to participatory research and the relation of participatory research to critical pedagogy are described. It is suggested that participatory research and critical pedagogy share the goal of facilitating the ability of the students to become hereos, that is, protagonists of their own lives, and to be aware of this protagonist role. Students become authors, generators of text, creators of the written text of their own history and, also, they have an opportunity of seeing themselves as researchers and teachers, as people who have knowledge that can be shared with others. Next, two distinctly different uses of participatory research are examined. The first, presented by Cynthia Petersen, describes the use of participatory research in the high school classroom. The second paper, by Constance Beutel, narrates the use of participatory research as part of the Self-Directed Education program within the corporate setting of Pacific Bell. (Adjunct ERIC Clearinghouse on Literacy Education)

Adams, J. Q. (1994).  The Multicultural Need in Corrections Education.  Journal of Correctional Education, 45, 2. 

Multicultural education should be looked at as a possible strategy for developing more successful educational practices in today's correctional settings. Four critical dimensions of change are content integration, knowledge construction, equity pedagogy, and empowering school culture.

Adams, Pamela E. (1997).  Reading Instruction in Christian Elementary Schools. Does One's View of Scripture Influence Pedagogy.  Journal of Research on Christian Education, 6, 2. 

Investigated relationships between Biblical hermeneutics and reading instruction in Christian elementary schools. Surveys of and interviews with teachers representing varying views examined their theoretical orientations to reading and views of Biblical authority. Results indicated teachers took a middle position in all areas assessed and viewed some aspects of the curriculum as being religiously neutral.

Adams, Sandra Honda; Jou, Richard; Nasri, Ahmad; Radimsky, Anne-Louise; Sy, Bon K. (1999).  Integrating Multimedia Techniques into CS Pedagogy. 

Through its grants, the National Science Foundation sponsors workshops that inform faculty of current topics in computer science. Such a workshop, entitled, "Developing Multimedia-based Interactive Laboratory Modules for Computer Science," was given July 27-August 6, 1998, at Illinois State University at Normal. Each participant was expected to design and implement a small part of a laboratory module. This paper describes what five of the faculty members who participated have done with the knowledge obtained from the workshop.   | [FULL TEXT]

Adamson, Bob; Morris, Paul (1997).  The English Curriculum in the People's Republic of China.  Comparative Education Review, 41, 1. 

Analyzes Chinese policy toward secondary English curriculum during five time periods, 1956-present. Focusing on links between politics and education and on the role of a centralized bureaucracy gives only a partial picture of curriculum development, which also includes a widening base of stakeholders, increasing sensitivity to teacher concerns, increasingly eclectic pedagogy, and growing concern for students' communicative competencies.

Adnanes, M.; Ronning, W. M. (1998).  Computer-Networks in Education--A Better Way To Learn?  Journal of Computer Assisted Learning, 14, 2. 

Presents an evaluation of SIRNET (Schools in a Regional Network), a project on the use of computer networks in education carried out in five secondary schools in Norway. Highlights include satisfaction with the learning environment; cooperation and help-seeking; basic conditions for a distributed model; and criteria for quality in connecting pedagogy and computer technology.

_____. (1993).  Adult Learning and Social Change. National Conference on Alternative and External Degree Programs for Adults (13th, Breckenridge, Colorado, October 7-9, 1993). 

The following papers are included: "Forms of Marginality" (Thompson); "Growing the Circle" (Francis); "The Seamless Continuum" (Prince); "Interlinking American and Adult Values" (Tichy); "A Student's Journey into Multicultural Education" (Moorey); "From Shared Vision to Organizational Change" (Corso); "New Ventures for the Future" (Kennedy, Johnston); "Adult Education and Social Reform" (Ehrlich); "Experiential Learning and Social Change" (Ashbrook, Smith, McGary); "Education for What Kind of Diversity?" (Stewart); "The Quality Cycle" (Handelman); "Participation in Learning and Social Change" (Park, Rusmore); "Paideia" (Levine-Brown, Yarbrough, Abdullah, Miller); "Adult Students, Critical Pedagogy, and Community Service" (Armon); "Assessing Mother Learning" (Pisaneschi);"Mitigating Disciplinary Half-Life by Infusing Continuous Quality Improvement Principles in Adult Higher Education" (Browne, Mondragon, Goodman); "Transforming the Combination of Jobs and Part-Time Study into an Educational Asset for Both Students and Employers" (Baker); "Salvaging the Self-Concept" (Wilbur); "High Brows and Low Brows" (Blanchard, Langenbach); "Evidence of Empowerment" (Adams, Steele); "Adult Students Report What Enabled Them to Complete a Non-traditional Undergraduate Program" (Ganiere, Larkum, Sizemore); "Upper Iowa University" (Fritz); "Successful Stopouts" (Pisaneschi, Hawkes); "Cooperative Learning" (Durfee, Fishman, Woodruff); "The Transformative Power of Self Assessment" (Marienau); "Examining the Development of Conceptual Frameworks from Three Perspectives" (Meyer, Meyer); "Supporting the Growing Edge" (Taylor); "Introductory Experiences for Adult Learners" (Gordon, Turner); "Adult Learner as Informed (and Transformed) Practitioner" (Bassett); "Deliberation and Diversity" (McKenzie); "Quality, Quantity, and Surviving under Financial Stress" (Bell, Kearney); "A Comprehensive Outcomes Assessment Program (COAP) for Nontraditional Programs Meets a Traditional Accrediting Body" (Jonas); "Colorado State University--Progress and Change" (Thomas, Pares); and "Strategic and Academic Planning" (Clark, Scarlett). Several papers include substantial bibliographies. | [FULL TEXT]

Agatucci, Cora (1991).  Writing Women in(to) the Curriculum. 

How can classrooms and the educational system be made more productive, humane, enabling, and equitable for all students, particularly through writings studied and produced? The values of inclusive feminist pedagogy can lead to answers. Women emerge from high school with higher grade point averages but lower self-esteem than men. Female and male teachers alike are responsible for inequitable and unconscious differences in the way they treat male and female students. Female students, particularly those who may be returning to school after undergoing life changes, are well served by teachers who encourage active learning and share classroom authority with students. Writing instruction, such as an autobiography course offered through Central Oregon Community College's Changing Directions program, has proven especially helpful in promoting confidence and writing skill. Teachers must examine what they view as good writing, because unstated assumptions, conventions, and expectations can empower or disable students and teachers alike. If they wish to move forward, educators must commit themselves to the uncharted ground of feminist pedagogy and the primary research it stimulates. (Nineteen references are attached.) | [FULL TEXT]

Aggleton, Peter (1996).  Identity and Audience: Living with HIV Disease.  International Studies in Sociology of Education, 6, 2. 

Maintains that since the start of the AIDS epidemic disease prevention efforts have assumed a relatively unproblematic relationship with pedagogy, identity, and the anticipated outcomes of health promotion initiatives. Argues that there is a need to take account of a diverse range of subject positions and identities in future interventions.

Agnew, Eleanor (1995).  Rigorous Grading Does Not Raise Standards: It Only Lowers Grades.  Assessing Writing, 2, 1. 

Discusses "grade inflation," and the pressure on instructors to "play grade roll politics to save their own professional hides." Argues that the grade deflation movement works at cross purposes with its goal of elevating academic standards, and that it is at odds with composition theory and its process pedagogy. Suggests portfolio assessment as one solution.

Ahlquist, Roberta (1990).  Critical Pedagogy for Social Studies Teachers.  Social Studies Review, 29, 3. 

Distinguishes weak forms of critical thinking (restricted to logical thinking) from strong forms of critical pedagogy (incorporating a moral component into critical thinking). Sees evidence of weak forms in the 1987 California History-Social Science Framework. Contends that social studies must be interdisciplinary, global in perspective, contextual, controversial, and help students employ critical thinking to solve real problems.

Ahola-Sidaway, Janice; McKinnon, Margaret (1999).  Fostering Pedagogical Soundness of Multimedia Learning Materials.  Canadian Journal of Educational Communication, 27, 2. 

Discussion of the design and development of multimedia learning materials to foster sound pedagogy focuses on a set of 10 principles that reflect current beliefs about the processes and contexts of optimal learning, especially within multimedia environments. Highlights include motivation, prior knowledge, learner control, critical literacy, and equitable learning environments.

Airhihenbuwa, Collins O. (1994).  Health Promotion and the Discourse on Culture: Implications for Empowerment.  Health Education Quarterly, 21, 3. 

Critical pedagogy seeks to centralize the cultural experiences of marginalized people in the production of knowledge and cultural identity. This process of engaging teacher/interventionists and students should be central to health education practice.

Airini (1998).  What Is Good Teaching? Lessons from Maori Pedagogy. 

A postcolonial analysis suggests the need for a new theory of education that supports a model of genuinely bicultural education in New Zealand. Ways in which mainstream education might be enhanced by Maori pedagogies are explored through interviews with a preservice primary school teacher of Maori descent. In the area of rules of practice, Maori views of good teaching, such as the belief that people come before paperwork and that the child's ahua (aura or presence) should be nourished, may involve encouraging rules of practice less familiar to mainstream educators, resisting rules of mainstream education, and looking holistically at the implications of poor rules of practice. Concerning practical principles, Maori pedagogy holds that a safe learning environment is fundamental to good teaching, and that in the discussion of a single principle, one should hear all principles. Maori images of good teaching include the use of culturally relevant values to ensure consistency in delivery and content; the belief that good teaching will confirm links across generations and learning contexts; and most significantly, the importance of the medium of teaching. This research indicates that a significant shift is needed in how good teaching is perceived in order to create a bicultural model of quality teaching and close the performance gap between Maori and non-Maori students. Contains 15 references. | [FULL TEXT]

Akins, Ann Severance, Ed.; LaPointe-Crump, Janice, Ed. (1990).  Encores II: Travels through the Spectrum of Dance. A Selection of Readings from 1978-1987. 

This anthology of articles, selected from writings in the "Journal of Physical Education, Recreation, and Dance" and the "Research Quarterly for Exercise and Sport" (previously "Research Quarterly") over a 10-year period, offers insights into the growth in dance education and the changes during those years in pedagogical, creative, and philosophical issues. The collection of 37 articles is divided into 8 sections: (1) "Pathmakers: A Historical Perspective"; (2) "Diversified Landscapes: Movement Experiences for Nondancers"; (3) "The Preparation of Young Travelers: Dance for Children"; (4) "Road Maps: Pedagogy and Curriculum Design"; (5) "Creative Journeys: The Choreographic Process"; (6) "Pathways for Perceiving, Examining, and Expressing: Analysis and Criticism"; (7)"Thoroughfares of the Body and the Mind: Dance Science"; and (8) "Intersections: A Forum on Issues and Philosophical Ideas." A bibliography of the complete collection, cited under the dominant subject category, and bibliographies of the authors are included. | [FULL TEXT]

Akintunde, Omowale (1999).  White Racism, White Supremacy, White Privilege, and the Social Construction of Race: Moving from Modernist to Postmodernist Multiculturalism.  Multicultural Education, 7, 2. 

Explores a concept of postmodernist multiculturalism that corrects the misconceptions of the modernist paradigm that has perpetuated a white supremacist ideology. Calls for a postmodernist pedagogy and teaching strategies that allow for multiple perspectives on race and ethnicity.

Akkari, Abdeljalil (1998).  Bilingual Education: Beyond Linguistic Instrumentalization.  Bilingual Research Journal, 22, 2-4. 

Examines potential ways to view bilingual education in a more liberatory perspective. Summarizes the global, historical context of bilingual education, and outlines principles and features of six models of formal bilingual education. Discusses how language use in school can empower or disable language minority students. Views bilingualism as a potential cultural tool of critical pedagogy. 

Alalou, Ali (1999).  Using Student Expectations and Perceived Needs to Rethink pedagogy and Curriculum: A Case Study.  Foreign Language Annals, 32, 1. 

Discusses a case of language program revitalization at a major metropolitan university. Results of a pilot study aimed at assessing students' needs and redefining the goals and objectives of a traditional French program are presented.

Aldred, Nannette, Ed.; Ryle, Martin, Ed. (1999).  Teaching Culture. The Long Revolution in Cultural Studies. 

This book contains 12 papers that trace the connections and tensions between the original aims and forms of cultural studies in Great Britain and Northern Ireland and the current settings, goals, and methodologies of cultural studies. The following papers are included: "Introduction" (Nannette Aldred and Martin Ryle); "Marginal Occupations: Adult Education, Cultural Studies, and Social Renewal" (Tom Steele); "'Politics by Other Means'? Or, Teaching Cultural Studies in the Academy Is a Political Practice" (Richard Johnson); "'Relevant Provision': The Usefulness of Cultural Studies" (Martin Ryle); "The Marginalisation of Literature in the Teaching of Culture" (Angeliki Spiropoulou); "Relativism and Utopianism: Critical Theory and Cultural Studies" (Kate Soper); "Whither Cultural Studies?" (Jim McGuigan); "Teaching Queerly: Politics, Pedagogy, and Identity in Lesbian and Gay Studies" (Andy Medhurst); "Teaching Women's Studies: Whose Experience?" (Jane Elliott); "Cultural Studies and Cultural Practice: An Interview with Eddie Chambers" (Nannette Aldred); "A Postcolonial Pedagogy: Questions of Difference and the 'Ethical Horizon'" (Christina Lupton and Heiko Henkel); "The Value of Theory in Defining Culture in Northern Ireland" (David Butler); and "Education for What? The Politics of Pedagogy in Cultural Studies" (Alan O'Shea). (Many papers contain substantial references.)

Aleman, Ana M. Martinez (1997).  Understanding and Investigating Female Friendship's Educative Value.  Journal of Higher Education, 68, 2. 

Presents research suggesting that college women's friendships are learning relationships in which intellectual play and performance are risk-free and in which college women reconcile the constructed barrier between autonomous and interdependent learning and engage in dynamic articulation of thinking and knowing. Discusses implications of the value and power of this relationship for higher education pedagogy, research, and practice.

Aleman, Ana M. Martinez (1998).  The Search for the Great Community: The Multicultural Community and Its Problems. Draft. 

This paper addresses issues surrounding the ideal of community in American undergraduate education and the challenge of multiculturalism in the context of a feminist interpretation of the pragmatism of John Dewey. A contradictory relationship is seen to exist between higher education's definition of community and multiculturalism; and this paper's interpretation of Dewey is thought to resolve these contradictions. First, the paper discusses the rhetoric of community, especially its origins in nineteenth century Oxford (England), and the results of a year-long study in 1990 to redefine the ideal of community in higher education. Then the paper considers the challenges of multiculturalism, such as a perceived loss of shared values and community, and the response of higher education (desegregate the student body without substantive changes in curriculum, pedagogy, or the college mission). In contrast, viewed in the context of Dewey, multiculturalism becomes a method of thinking, "intelligent learning," which can unite rather than separate individuals, and would enable individuals to communicate sociocultural experiential facts so that all members of the college community can develop shared objectives. The paper concludes that Dewey would see multiculturalism as bringing to undergraduate education the opportunity to communicate, to find commonality, and to establish emergent communities. | [FULL TEXT]

Aleman, Ana M. Martinez (1998).  Intentional Communities: Do They Foster Integration or Separation? ASHE Annual Meeting Paper. 

This study examined how race and ethnicity inform college friendships of women of color and sought to determine how these two variables altered the learning characteristics of such relationships. The study, at a predominantly white college campus, found these relationships consistent with the sociological definition of intentional communities and also found that such friendship communities fostered both integration and separation, relationships which are interdependent and mutually associated for women of color. It suggested that women of color, unlike their white peers, judge pedagogy and classroom climate not by the barometer of gender but rather by the barometer of race and ethnicity. Of the 41 African-American, Asian-American, and Latinas in the study, 87 percent chose a primary female friend of the same race and/or ethnicity. They used female friendships to: (1) develop a positive ethnic and/or racial self-image, (2) to engage in noncombative and noneducative "race talk" as a respite from racial and/or ethnic hypersensitivity and hostility, (3) to give and receive academic encouragement and support, and (4) to develop a gendered understanding of self within their ethnic and/or racial identifies. The same sororial relationships were also used to separate in order to integrate to judge their integration into the larger campus community. | [FULL TEXT]

Alexander, Claire L. (1999).  I/i: Feminist Postcolonial Studies and Cultural Studies Composition.  JAC: A Journal of Composition Theory, 19, 2. 

Suggests that cultural-studies pedagogy is one way to introduce students to the interaction of narratives within themselves and between themselves and their contexts. Explores reflections on multiple subjectivity from postcolonial feminist theorists. Explores, from the intersection of feminist postcolonial studies and cultural-studies composition practice, the complexity of the models these theorists provide for resistance.

Alexander, Gary C. (1996).  Translating Superintendent and Principal Perceptions of Needed Leadership Skills into Pre-Service Pedagogy.  Journal of Adult Education, 24, 2. 

Interviews with 43 superintendents and 35 elementary-secondary principals revealed three themes: (1) the growing sophistication of the principal role; (2) inadequate pre- and inservice training; and (3) the need for skills in participatory decision making, facilitating leadership, and coping with change. A Socratic seminar in which these skills could be developed was designed.

Alexander, Robin, Ed.; Broadfoot, Patricia, Ed.; Phillips, David, Ed. (1999).  Learning from Comparing: New Directions in Comparative Educational Research. Volume 1: Contexts, Classrooms and Outcomes. 

This book reassesses the contributions of comparative educational research and theory to the understanding of contemporary educational problems and educators' capacity to solve them. The chapters arose from a series of seminars that examined the many changes in comparative education. The volume is divided into three parts. Part 1, "Comparative Education in the 1990s: Theory, Method, and Context," contains 6 chapters: "On Comparing" (D. Phillips); "Comparative Education in the 1990s" (P. Broadfoot); "Coping with Complexity in Comparative Methodology" (J. Schriewer); "Late Modernity and the Rules of Chaos" (R. Cowen); "Comparative and International Education at United Kingdom Universities" (M. Schweisfurth); and a "Postscript" (J. Betts and S. Wilde). Part 2, "Comparing Classrooms and Schools," also features 6 chapters: "Comparing Classrooms, and Schools" (R. Alexander); "Method and Meaning in Comparative Classroom Ethnography" (J. Tobin); "Creating a New Methodology for Comparative Educational Research" (D. Reynolds); "Culture in Pedagogy, Pedagogy across Cultures" (R. Alexander); "Interpreting Classroom Practice around the Globe" (M. Galton); and a "Postscript" (M. Schweisfurth). Part 3, "Comparing Pupil Achievement," includes 7 chapters: "Comparing Pupil Achievement" (P. Broadfoot); "Measuring the Quality of Educational Outputs" (H. Steedman); "International Comparisons of Educational Attainment and Economic Performance" (P. Robinson); "Comparative Research on Pupil Achievement" (P. Broadfoot); "Comparing Children's Learning, Attitude and Performance in French and English Primary Schools" (M. Osborn and C. Planel); a "Commentary" (D. Hawker and G. Bonnet); and a "Postscript" (P. Broadfoot).

Alexander, Robin; And Others (1996).  Discourse, Pedagogy and the National Curriculum: Change and Continuity in Primary Schools.  Research Papers in Education: Policy and Practice, 11, 1. 

Classroom observation, a survey of several hundred primary grade teachers in the United Kingdom, and interviews with teachers found that National Curriculum requirements have produced considerable change in curriculum planning, management, assessment, and recordkeeping, against a backdrop of relative continuity of deeper pedagogy, especially in the teacher-pupil discourse which tended to provide either formative feedback or be explanatory or eliciting.

Alibrandi, Marsha; Seigel, Susan (1996).  Democratic Pedagogy as Content and Method in Teacher Education: Conversation as Research-in-Action. 

This study examined student and instructor reflection upon a 2-year teacher education seminar designed to provide experiential and theoretical grounding in democratic pedagogy. Through conversation-as-research, instructors interpreted group dynamics in their conversations during breaks, lunch hours, and evenings throughout the seminar. The central issues guiding the research-in action were: (1) how instructors might co-construct with students a 'democratic dynamic' in a seminar designed to present the topic in both content and method; and (2) how instructors might balance the goals of the seminar content with its process and with students' needs. Seminar participants were mostly graduate students and some undergraduate students; the graduate students were practicing teachers. Findings revealed that collaborative instruction was critical, that conversation was the principal medium for negotiated change, and that certain critical conversations were central to the development of democratic learning communication. | [FULL TEXT]

Alkidas, Laurie C. (1999).  From Hiroshima to Kosovo: Negotiating Conflict in Composition Classes.  Journal of College Reading and Learning, 30, 1. 

Reviews the use of teaching conflict pedagogy, specifically war narratives, in order to evaluate positions of power. Utilizes the views of compositional theorists, rhetoricians, essayists, and fiction writers in an effort to disengage students from unproductive argumentation models. Challenges past polarities and forges confrontational cooperation by teaching rhetorical narratives that are multivocal.

Allard, Andrea; Cooper, Maxine (1997).  'Too Much Talk, Not Enough Action': An Investigation of Fourth Year Teacher Education Students' Responses to Issues of Gender in the Teacher Education Curriculum. 

This report focuses on ways constructions of gender inform teacher education students' curriculum experiences and teaching performance in primary schools, in particular regarding a gender inclusive curriculum. The remarks of eight students from a longitudinal study were analyzed using feminist post-structural theory as a means of understanding contradictory discourses and the process by which gender relations become "normalized." By examining "taken for granted" beliefs concerning gender, students were challenged to reexamine their own values and see the importance of gender inclusive pedagogy and curriculum planning. Students were asked to explain their own understanding of gender relations, how they would address gender equity in their own classrooms, and how their course work enhanced or limited their understanding. Most students were able to demonstrate an awareness of ways gender relations were constituted in their lives and to "problematize" gender relations. Although students requested practical gender inclusive strategies for the classroom, during the interviews it became clear to the research team that providing courses and strategies might be a "band-aid" approach and so hinder students from achieving a deeper analysis. It also became clear that the researchers' commitment to feminism had made them somewhat "hard of hearing" when it came to the students and their interpretation of gender relations. | [FULL TEXT]

Allen, Brenda A.; Boykin, A. Wade (1992).  African-American Children and the Educational Process: Alleviating Cultural Discontinuity through Prescriptive Pedagogy.  School Psychology Review, 21, 4. 

Seeks to establish that contextual factors informed by certain postulated cultural experiences can influence cognitive performance of African-American children. Designs models to explain fundamental link between culture and cognition. Argues that much school failure exhibited by African-American children can be explained in terms of cultural discontinuity resulting from mismatch between salient features in home and in schools.

Allen, Jo (1991).  Gender Issues in Technical Communication Studies: An Overview of the Implications for the Profession, Research, and Pedagogy.  Journal of Business and Technical Communication, 5, 4. 

Presents an overview of research and unanswered questions related to gender issues in technical communication. Addresses the consequences of the feminization of technical communication, research on gender differences in technical communication, and the means for encouraging a more gender-balanced view of business and industry.

Allen, Jo (1992).  Bridge over Troubled Waters? Connecting Research and Pedagogy in Composition and Business/Technical Communication.  Technical Communication Quarterly, 1, 4. 

Suggests that continuity between composition and business/technical communication allows students to move more readily from one course to the next, while clarifying for them that writing is primarily a system of options based on analyses of situations, readers, obstacles, and goals. Explains the value of connections in pedagogy and research between composition and professional communication studies.

Allen, Katherine R.; Crosbie-Burnett, Margaret (1992).  Innovative Ways and Controversial Issues in Teaching about Families: A Special Collection on Family Pedagogy.  Family Relations, 41, 1. 

Notes profound changes in teaching and learning about families. Discusses inclusion of nontraditional family structures into family-related courses; process of teaching about families; transition to more personal, subjective, and experiential involvement in family-related coursework; changing demographics of college classrooms; and paradigm shift from individual to family in certain disciplines. Introduces series of articles on topic.

Allen, Lili; Hogan, Christopher J.; Steinberg, Adria (1998).  Knowing and Doing: Connecting Learning & Work. 

The skills needed to do well in life are different from the skills needed to do well in school. Bringing the skills needed for life and work into the curriculum and pedagogy of high schools is one of the major challenges of this era of school reform. Drawing on examples of effective teaching and learning, this book addresses the question of how educators can construct schoolwork to be more like real work. The book is organized in three chapters. The first chapter portrays two different yet complementary approaches used by school-to-career reformers to situate learning in real-world contexts and to give high school students opportunities to learn in the company of adults. Taken together, field-based investigation and internships constitute a broadened definition of work-based learning. Chapter 1 describes what each of these approaches looks like in practice, offering a sampling of tools that other schools and partnerships could use and discussing some of the challenges involved. Chapter 2 offers a framework for teachers to use in developing high quality student projects. Portraits of several schools illustrate what this framework looks like in practice. Chapter 3 looks at what is involved in schools becoming more open systems, working in concert with parents, community, and business partners to create rich learning experiences both inside and outside the classroom. The key role of both policy and professional development is discussed in relation to meeting quality standards. An appendix provides sample project tools and templates. | [FULL TEXT]

Allen-Haynes, Leetta (1993).  Using an Accelerated Schools' School-University Partnership To Inform Change in a College of Education's Teacher and Administrator Training Programs. Draft. 

This paper summarizes a case study of an educational reform strategy involving the development of a school-university partnership in which the university was a member of the National Accelerated Schools Network. The Accelerated Schools model builds on strengths, emphasizes agenda and resource sharing, and institutionalizes the school-university collaboration process. The Accelerated Schools model implies that genuine and lasting educational renewal and change can result from a system of educational organizational development and research which can impact both the present practice and the training of future teachers. The case study, which used John Goodlad's "ideal partnership paradigm" as the conceptual framework, revealed the potential for changing education by linking school-level realities to college of education teacher and administrator preparation programs' pedagogy and practices. The study also revealed that the establishment of a mutual goal, rather than involvement in a particular project, provided the primary impetus for the partnership's development. Four separate stages of the partnership could be identified, to which four separate sets of role relations and expectations were attached. | [FULL TEXT]

Allison, Clinton B. (1998).  Teachers for the South: Pedagogy and Educationists in the University of Tennessee, 1844-1995. History of Schools and Schooling, Volume 6. 

This book presents a case study of southern teacher education, focusing on the College of Education at the University of Tennessee. The book critically examines a number of topics related to teacher education and schooling at the university, including: attitudes toward and treatment of teacher education; educationists' efforts to earn acceptance by the arts and science professors and university administrators; scholarship or lack thereof by faculty and students; service to the field; educationists' continuing social reform missions; and gender and racial issues. There are eight chapters: (1) The Nineteenth Century Phoenix of Teacher Education; (2) The Teachers' Department; (3) The Department of Education and the Summer School of the South; (4) The Educational Campaigns: Professors of Secondary Education; (5) The College of Education: An Uneasy Resident of the University, the 1920s and 1930s; (6) Outreach: The State is Our Campus; (7) War and Postwar; and (8) From a Southern to a National College.

Allison, Desmond (1996).  Comprehension Teaching in Educational Discourse.  Hong Kong Journal of Applied Linguistics, 1, 1. 

Examines criticisms of the teaching of comprehension, especially from adherents of the critical pedagogy approach. Such criticism may take the position that teaching comprehension unduly restricts the range of possible interpretations to text.

Allison, Desmond; Ying, Lee Wai (1999).  Appropriate Pedagogy? Evaluating a Teaching Intervention.  Hong Kong Journal of Applied Linguistics, 4, 1. 

Examines how secondary school students in Singapore construct knowledge through reading and understanding their science textbooks in an attempt to discover whether early or later pedagogic interventions in the learning process are more helpful.

Allison, Jeanette (1997).  Dancing into Literacy: Multitext Inquiry Opens Doors for Urban Students.  Reading and Writing Quarterly: Overcoming Learning Difficulties, 13, 4. 

Considers current research on students' intertextual encounters. Examines the relationship between intertextuality and inquiry learning and how developing pedagogy on the basis of these fields provides students with larger arenas in which to make intellectual connections. Evaluates benefits of multitext inquiry by describing how at-risk urban fourth- and fifth-grade students progressed from a movement to a dance project.

Allison, Pamela C.; Pissanos, Becky W. (1994).  The Teacher as Observer.  Action in Teacher Education, 15, 4. 

The subject of this study was a successful elementary physical education teacher, and its purpose was to investigate the pedagogical uses of the teacher's skill in observation. The inquiry was organized around three themes: the constitutive nature of observing, images for observational comparison, and the subjective experience of observation.

Altbach, Philip G., Ed.; And Others (1991).  Textbooks in American Society: Politics, Policy, and Pedagogy. 

Various perspectives on the highly complex textbook debate are presented in this book, which includes essays by educators, publishers, policymakers, and scholars. Currently, the advocates of higher academic standards, coherence, and quality occupy the strongest position in the debate. Part 1 looks at textbooks from a historical perspective. The following articles are included: "Regulating the Text: The Socio-Historical Roots of State Control," by Michael W. Apple; "The Politics of Textbook Policy: Proposing a Framework," by Kenneth K. Wong and Tom Loveless; "The Determinants of Textbook Content," by Sherry Keith; "The New World of Textbooks: Industry Consolidation and Its Consequences," by Gilbert T. Sewall and Peter Cannon; and "Constitutional Challenges to Textbooks," by Edward J. Larson. Part 2 discusses the role of textbooks in the current educational reform movement and contains the following essays: "Nineteenth Century Policies for Twenty-First Century Practice: The Textbook Reform Dilemma," by Harriet Tyson-Bernstein and Arthur Woodward; "California's Experience with Textbook Improvement," by Bill Honig; "State-Level Textbook Selection Reform: Toward the Recognition of Fundamental Control," by J. Dan Marshall; and "American Textbook Reform: What Can We Learn from the Soviet Experience?", by Howard Mehlinger. The third part considers the textbook industry from the inside and offers the following essays: "From the Ivory Tower to the Bottom Line: An Editor's Perspective on College Textbook Publishing," by Naomi Silverman; and "Textbook Writing and Ideological Management: A Postmodern Approach," by Joel Spring. Part 4 examines issues of legitimacy, control, and the nature of reading texts. Articles include the following: "Basal Reading Textbooks and the Teaching of Literacy," by Allan Luke; and "Basal Readers and the Illusion of Legitimacy," by Patrick Shannon. The final part deals with textbooks in a cooperative and internal framework and offers one article, "The Unchanging Variable: Textbooks in Comparative Perspective," by Philip G. Altbach. Reference notes accompany each article.

Altman, Rick (1990).  Toward a New Video Pedagogy: The Role of Schema Theory and Discourse Analysis.  IALL Journal of Language Learning Technologies, 23, 1. 

Discusses how schema theory and discourse analysis together form an especially strong theoretical framework for the use of video in the second-language classroom.

Alvarez-Ruf, Hersilia (1991).  The Use of Journals To Improve Writing Skills in Commercial Spanish: State of a Research Project. 

Recent writing theory, research, and pedagogy have aided in the development of several models for improving second language writing skills. Attention is focused more on writing as a process, the importance of practice in writing improvement, and the need to learn cognitive structures contributing to writing. Daily journal writing is one method of establishing student commitment to regular writing. Journals provide direct feedback to students, make comparisons among rewrites easy, and facilitate observation of progress across entries. A project in progress in one college language course is investigating whether journal writing can be an effective tool for development of writing skills among business students. Participants are all volunteers, business majors enrolled in a language class. Three activities, outlined as assignments given to students, illustrate the techniques used to encourage self-expression and integrate language use with business-related content. Each activity is designed to take 4 days, with daily conceptual and journal writing exercises.

Amernic, Joel H. (1998).  "Close Readings" of Internet Corporate Financial Reporting: Towards a More Critical Pedagogy on the Information Highway.  Internet and Higher Education, 1, 2. 

Discusses a curriculum strategy based upon a hierarchy of four close readings of corporate financial reporting Web sites (described as (1) objective characteristics, (2) internet financial reporting as rhetoric, (3) metaphor and thought, and (4) deconstruction) that is proffered as part of a curriculum objective to encourage university business students to think critically about what they encounter in cyberspace.

Amini, Bijan (1999).  Crisis, Meaning and Consciousness. 

This paper suggests that all life is polar because polarity is the underlying context of life. The idea of polarity is based on two halves that originally belonged together to form a whole. These two halves are constantly trying to come together to regain their wholeness. The philosophical view of crisis presented in this paper is that the opposite of crisis is called mental development (development of consciousness). When an individual has been successful in dealing with a crisis, he/she has gone through a process of mental development or has simply learned something that would not have been learned without the crisis. It is impossible to understand the message of a crisis unless a person is involved in one. To be in the middle of a crisis means to be learning something extraordinary. One must move mentally if one wants to move out of the crisis. From this point of view crisis is one half, and mental development, the other half. This concept is applied to the pedagogy of crisis counseling. Several case examples are discussed, and the work of Viktor Frankl, the initiator of Logotherapy, is also mentioned in relation to crisis counseling. A short discussion of dimensionality, the feeling of being caught in a dead-in with no way out is provided. The paper concludes by reminding readers to become sensitive to what life wants us to do by sending a crisis. | [FULL TEXT]

_____. (1990).  An Academic Model of Transfer Education.  [Transfer Working Papers] 

To date, community colleges have used two major approaches to manage transfer and assist students with a successful transfer experience: a "student service" approach, concentrating on counseling, advising, catalog information exchange, and other student affairs functions; and a "document" model, relying on articulation agreements, course equivalency guides, and systemwide regulations. A new approach to transfer education, the "academic" model, augments the work accomplished through these models. The academic model assumes that the strengthening of academic practices in relation to transfer education will result in enhanced transfer success--especially when undertaken as a shared enterprise between two- and four-year institutions. This model focuses on campus-based academic practices related to the curriculum, classroom teaching, and expectations of student performance, relying primarily on the work of two-year college faculty in the classroom, the relationship between two- and four-year college faculty, and student-faculty relationships at both institutions. The critical element is the emphasis on the shared development of curricula and pedagogy at two- and four-year institutions. Use of the model should not be part of a volunteer faculty activity, but part of a careful institutional plan. The model must also involve institutional data collection and analysis of transfer student behavior. A description of the use of the academic model by a hypothetical community college is included.

Ancess, Jacqueline; Ort, Suzanna Wichterle (1999).  How the Coalition Campus Schools Have Re-Imagined High School: Seven Years Later. 

In 1992, a collaboration of educational reform organizations, the New York City Board of Education, a teachers' union, and private funders created a model of urban high school reform that was practitioner-driven. Two failing high schools, one in Manhattan and one in the Bronx, were phased out while 11 new, small autonomous high schools were created. Some of the new schools moved into the big buildings, which were reconceived as multi-age, multi-use campuses, while others remained external. After 7 years, an evaluation collected data via 86 interviews with students, teachers, and administrators; observations of 15 classrooms, 14 portfolio presentations, and 16 administrative meetings; and a review of project documents. Among the findings are that in 1998 the five schools in the Manhattan cohort had the highest graduation rate and the lowest dropout rate among the New York City high school reform models, with 89 percent of graduates attending college. Small school size (300-400 students) and small classes enabled teachers to support the most educationally needy students. Each school had multiple mechanisms that enabled teachers to know students well and help them succeed. Each school developed a performance assessment system using multiple instruments. Findings concerning school governance, accountability, pedagogy, board-school relationships, budgetary allocations, and practitioner-driven reform are presented. | [FULL TEXT]

Anderson, Byron (1994).  The Pedagogy of Information Technology: The Faster We Go the Behinder We Get.  Thresholds in Education, 20, 2-3. 

In our society, automation is done for its own sake, with little attention to need or rationale. Before implementing information technology in classroom, administrators must agree on content standards, instructional methods, educational goals. Too often, computer work stations are dumped on ill-prepared teachers with no provision for training or curriculum direction. Conceptual and practical teaching skills are urgently needed.

Anderson, Dianne S.; Piazza, Jenny A. (1996).  Changing Beliefs: Teaching and Learning Mathematics in Constructivist Preservice Classrooms.  Action in Teacher Education, 18, 2. 

Describes changes in instruction implemented in one university's mathematics education classrooms, relating them to changes in the educators' own constructivist philosophies. The paper examines the effects of change in instructional pedagogy and classroom environment on preservice teachers' beliefs about mathematics learning and teaching and their feelings and attitudes toward mathematics.

Anderson, Jane; And Others (1993).  Foundations Symposium: A Continued Dialogue on Critical Theory, Cultural Analysis, and Ethical Aspects of the Field. 

Seven articles are presented from a symposium on critical theory, cultural analysis, and the ethical aspects of the use of educational technology. Two papers deal with the educational philosophy of two modern thinkers, and others focus on educational technology in the modern or postmodern era. The following papers are included: (1) "Foucault and Disciplinary Technology" (Jane Anderson); (2) "Paradigms Reframed: Constructivist, Post-Industrial, Modern or Postmodern Educational Technology?" (Denis Hlynka); (3) "Foundations and Technology in Education: A New Area of Study within the AECT?" (Al Januszewski and Elisa J. Slee); (4) "Post-Modern Thinking in a Modernist Cultural Climate: The Need for an Unquiet Pedagogy" (J. Randall Koetting); (5) "Schools and Technology in a Democratic Society: Equity and Social Justice" (Robert Muffoletto); (6) "Critical Theory, Educational Technology, and Ethics: Helping Teachers Respond Meaningfully to Technology" (Randall Nichols); and (7) "Where in the World Is Jacques Derrida?" (Andrew R. J. Yeaman). | [FULL TEXT]

Anderson, Larry (1994).  Time and Writing: Institutional Forces and the Shape of Writing Pedagogy.  Writing Instructor, 14, 1. 

Uncovers a thread of scholarship running throughout this century that is concerned with the relationship between time, the teaching of writing, and institutional constraints. Analyzes what it suggests about time and writing, especially the use of impromptu writing for student assessment. Suggests ways to make some allowances for the role of time in writing in the classroom.

Anderson, Linda M.; Holt-Reynolds, Diane (1995).  Prospective Teachers' Beliefs and Teacher Education Pedagogy: Research Based on a Teacher Educator's Practical Theory. 

A content area literacy course is examined to assess how teacher educators might respond to prospective teachers' beliefs in light of the particular goals of a particular course or teacher education experience. Content Area Literacy is a methods course that emphasizes teaching strategies and the rationales underlying them. It is examined to reveal how to teach content to prospective teachers in light of their entering beliefs about learning and teaching that could affect their learning from the course. Analysis of three actual student cases in such a course lends support to the practical theory that students, for whom the teacher's assumptions were accurate, did learn from the course in the ways that the theory predicted. In general, findings suggest the need for and the benefits that would come from the integration of teaching and research. | [FULL TEXT]

Anderson, Lyle; Stein, Wayne (1992).  Making Math Relevant: Students and Teachers Help Each Other through a Montana State University Program.  Tribal College: Journal of American Indian Higher Education, 3 n3 p13, 18-19 Win 1992. 

Describes the American Indians in Mathematics (AIM) project developed by Montana State University's Center for Native American Studies and Mathematics Department. The AIM summer program uses new technologies and teaching methods and focused mentoring to create learning communities in classrooms, schools, and reservations. Discusses AIM's curriculum and cultural pedagogy.

Anderson, Peggy J. (1997).  Professional Development Schools: A Balanced Wheel Makes It Better For Everyone.  TESOL Journal, 7, 1. 

Discusses the collaborative efforts of a team of elementary school and university educators working within the context of a professional development school (PDS) to foster culturally responsible pedagogy, inspire reflective practice, and enhance student performance. Concludes that the PDS experience increases teacher effectiveness and accountability.  (seven references)

Anderson, S. E. (1990).  Worldmath Curriculum: Fighting Eurocentrism in Mathematics.  Journal of Negro Education, 59, 3. 

Contends that institutionalized Eurocentric curricula constantly reinforce racial and sexual inferiority complexes among people of color and women. Calls for the incorporation of world mathematical and scientific history and knowledge in the curriculum. Describes a radical pedagogy encouraging minority students to feel positive and self-assured about their mathematics abilities.

Anderson, Tom (1991).  The Content of Art Criticism.  Art Education, 44, 1. 

Explores the sources of art criticism and reviews some extant pedagogical models. Outlines the content skills to be developed and the role of art criticism in a discipline-based teacher training curriculum. Recommends that art criticism should incorporate pedagogy and other disciplines of art.

Anderson, Virginia (1997).  Confrontational Teaching and Rhetorical Practice.  College Composition and Communication, 48, 2. 

Argues that rhetorical theory enables a constructivist critique of activist pedagogy. Considers two prominent formulations of activist teaching--by Dale Bauer and James Berlin--examining both the underlying assumptions and descriptions of practice in rhetorical terms.

Andre, Rae, Ed.; Frost, Peter J., Ed. (1997).  Researchers Hooked on Teaching. Noted Scholars Discuss the Synergies of Teaching and Research. Foundations for Organizational Science Series. 

This collection of 19 essays is organized into a narrative of the teaching-research dilemma. The essays include: (1) "Struggling With Balance" (Cynthia V. Fukami); (2) "My Career as a Teacher: Promise, Failure, Redemption" (Howard E. Aldrich); (3) "Teaching and Research: A Puzzling Dichotomy" (Barbara A. Gutek); (4) "If It's Not Teaching and Research, What Is It?" (Rae Andre); (5) "On Publish or Perish, Pedagogy, and Getting a Life--Synergies and Tensions: An Interview with Bill Van Buskirk"; (6) "From Outcast to Postmodernist" (David M. Boje); (7) "Learning to Teach: Lessons From a Life in Business and Academia" (Peter J. Frost); (8) "Scholarship as a Career of Learning Through Research and Teaching" (Thomas A. Mahoney); (9) "In Search of Myself in the Context of Russian and American Humanitarian Culture" (Nikita Pokrovsky); (10) "Learning to Teach: An Ongoing Process" (Beverly J. Cameron); (11) "Teaching in the Real World" (Jeff Mello); (12) "Teaching From the Heart" (Afsaneh Nahavandi); (13) "Between Text and Context: Restoring Connections in the Organizational Behavior Classroom" (Pushkala Prasad); (14) "Anatomy of a Colleagueship: Collaborations in and out of the Classroom" (Marcy Crary and Duncan Spelman); (15) "Teaching as Leading" (Donald C. Hambrick); (16) "Meditations on a Poet's Overalls" (Peter B. Vaill); (17) "The Teaching Experience as Learning in Public" (Karl E. Weick); (18) "The Power of Dialogue: Celebrating the Praxis of Teaching and Research" (Darlyne Bailey); and (19) "Conclusion" (Rae Andre and Peter J. Frost). (Individual chapters contain references.)

Andrews, Jean F.; Nover, Stephen M. (1998).  Critical Pedagogy in Deaf Education: Bilingual Methodology and Staff Development. USDLC Star Schools Project Report No. 1. 

The New Mexico School for the Deaf was awarded a five-year federal grant to implement and test a proposed bilingual/ESL model for students with deafness acquiring and learning two languages. The Star Schools project also was tasked with designing an effective system of staff development within residential schools for the deaf to guide teachers in the use of effective instruction to maximize students' affective, cognitive, social, American Sign Language (ASL) proficiency, English literacy acquisition, and academic achievement through the use of two languages: ASL and English. This report summarizes the first year's research on the implementation of staff development for teachers of children with deafness. Fifteen elementary school teachers from two residential schools for the deaf participated in a year-long staff development program. This program included 36 hours of seminars in bilingual/ESL theories. Analysis of reflective logs indicate that the seminars prodded teachers to reexamine their beliefs about how students with deafness acquire language and literacy. Appendices include course syllabi and answers to questions regarding bilingualism, first and second language acquisition, and teaching techniques that emerged from discussions with teachers and other professionals concerned with implementing bilingual education for students with deafness. | [FULL TEXT]

Andrews, Sharon Vincz (1996).  Foundations of Democracy in Public School: Building a Pedagogy of Pluralism. Final Performance Report. 

A 200-year journey has taken the United States from individualism to democratic community toward a global society. The struggles of this heritage are not evident unless political culture, literature of struggles, and diverse cultural contributions are presented as a whole. The focus of this project is the question: can public education secure and teach common values, such as respect for individual self-worth, cooperation and conflict resolution, justice and compassion and at the same time respect diversity? To appreciate the struggles of U.S. heritage, basic literature of democracy was integrated with democratic teaching methods. A collaborative network of 13 Professional Development Schools (PDS), partnered with professors from Indiana State University, created an institute to enrich the teaching of literature, history, and government for K-12 teachers. Three methods were used: (1) the study of the evolution of democracy by reading and discussing key texts and documents in the humanities; (2) the demonstration and experiencing of democratic teaching methods in the context of the institutes; and (3) the exploration of important texts in K-12 literature that deal with key values of democratic living. This report outlines the curriculum and teachers' responses to important events of the institute and gives a sense of the "lived through" democracy that evolved. | [FULL TEXT]

Andrews, Sharon Vincz; Wheeler, Patricia J. (1990).  Helping Preservice Teachers Examine Their Cultural and Educational Presuppositions: Strategies for Critical and Democratic Reflection. 

Methods classes in teacher education are under attack. If teacher education programs are to survive with a methods component, teacher educators need to begin living and demonstrating the models of pedagogy they advocate. Methods courses must go beyond the lecture mode to democratic practice in which students and instructors build social learning communities. This paper discusses establishing democratic practice in the classroom and the dilemmas inherent in such practice. Analysis of qualitative data from several classes resulted in a number of emergent themes: demystification of the knowledge base in methods classes, power of social learning/reduction of individualism, and decision making as a disappearing dialectic. The propositions which emerged in this study and the implications for curriculum can be summarized in one statement: the qualities and conditions which democratic practice allows--development of voice, the creation of learning environments, the pursuit of inquiry, and engagement in reflexivity--are the major components of a framework for learning and, therefore, should be major components of curriculum in teacher education.

(1999).  Anger and Hope, In Nearly Equal Measure: An Interview with Steve Fisher.  Appalachian Journal, 26, 2. 

Steve Fisher, an Appalachian scholar who is also political scientist, activist, and professor, discusses the professional isolation of those in academia who advocate political activism, the importance of building interdisciplinary support systems that integrate communities with academia, and why pedagogy and politics should be merged. Explores links between regional and cultural identity and between personal and collective political activity.

Angelo, Thomas A.; Cross, K. Patricia (1993).  Classroom Assessment Techniques: A Handbook for College Teachers. Second Edition. 

This handbook has been written for college teachers regardless of their prior training in pedagogy, assessment, or education. It is a practical handbook, designed for easy reference. Part 1 can provide either an introduction to Classroom Assessment or a comprehensive review, depending on the reader's prior experience. The first chapter explains what classroom assessment is, how it works, and how to get started using it. Chapters 2 and 3 introduce the basic tools of classroom assessment, the Teaching Goals Inventory and Classroom Assessment Techniques. Chapter 4 describes how faculty can plan and carry out classroom assessment projects, and chapter 5 gives a dozen examples of classroom assessment case studies. Part 2 is an easy-to-use compendium of 50 Classroom Assessment Techniques (CATs). Chapter 6 describes some CATs. Chapters 7 through 9 contain the heart of the volume, with 50 CATs grouped according to assessment of knowledge and skills, attitudes and values, and reactions to instruction. Each CAT description follows a basic format that describes the ease of use, purpose, and teaching goals of the CAT, with advice on designing and administering the CAT, analyzing the data it provides, and adapting and extending its use. Chapters 10 and 11 in part Three, review lessons learned in earlier chapters and suggest new directions in CAT. Five "Resources" sections contain additional materials related to CATs, which include information about the Teaching Goals Summary and a 26-item bibliography for further reading.

Angeloska-Galevska, Natasa (1996).  Children's Creativity in the Preschool Institutions in Macedonia. 

Creativity is generally considered an attribute that everyone possesses to some degree and which can be nourished in the proper educational environment. This research project investigated conditions related to creativity development in preschools in Macedonia, operating with the hypothesis that optimal conditions for such development have not been achieved there. Categories used in the examination of creative conditions included characteristics of the curriculum, teaching style, available materials, social relations between the educators and children, and teachers' attitudes toward creativity. Content analysis, observation, and a survey confirmed the hypothesis. Although children's free time included numerous creative activities, such as dramatization, narration, and art and modeling, directed activities in various school subjects were more rigidly conducted, with children allowed little decision-making power. Teachers overwhelmingly believed that preschool children possess creativity, but the use of creative teaching techniques was related to the educational level of the teacher, with university-educated teachers most likely to incorporate creativity. Results indicated a need to revise the state's curriculum program and to encourage instruction in creative pedagogy during teacher education. | [FULL TEXT]

_____. (1998).  An Invitation To Discuss Standards in Public Schools: A Preliminary Policy Statement of the Rural Challenge.  [Rural Challenge News] 

Strong local communities are the best habitat for excellence in education, and education is the responsibility of the whole community. Setting high academic standards and achieving against those standards is an important educational objective, but the quest for higher standards can be exploited to serve other purposes. This statement sets out the Rural Challenge's general view of this important policy issue. The process of adopting standards can both strengthen content and increase public acceptance of those standards; the process should be participatory and inclusive. The Rural Challenge advocates three types of standards: content standards that establish what the community expects the child to accomplish; context standards that provide a pedagogy of place using the community and the native environment as curriculum; and learning condition standards that cover such things as the physical environment, access, and student rights. High standards can build intellectual character, but standards can be used to establish a state-determined correctness that undermines intellectual integrity. Another concern is the potential misuse of standards to shape legislative or judicial decisions affecting equity. The relationship between high standards and equity is important to rural communities because small schools have been closed in the name of raising standards and improving education when, in fact, the real objective was to lower costs. For all communities, but especially for rural communities, it is important that academic standards originate in the community, then children, schools, and communities can build on their shared strengths. | [FULL TEXT]

Anijar, Karen; Baltodano, Marta P.; Soto, Lourdes Diaz; Pruyn, Marc; Richardson, Troy (1999).  [Five Reviews of McLaren's "Revolutionary Multiculturalism"].  Multicultural Education, 6, 4. 

Presents five reviews of McLaren's 1997 book, with comments on critical pedagogy, multicultural education, capitalism, social justice, and remarks about student responses to "Revolutionary Multiculturalism."

Anning, Angela (1997).  Drawing Out Ideas: Graphicacy and Young Children.  International Journal of Technology and Design Education, 7, 3. 

Addresses teachers concern about teaching drawing and the role of graphicacy based on the lack of research about the process by which children develop drawing capability and the effects of school culture and pedagogy on the development of childrens' drawing capability. Outlines a research agenda for the teaching and learning of drawing in primary schools.

Annis, David B., Ed.; Oliker, Michael A., Ed. (1991).  Proceedings of the Annual Conference of the Midwest Philosophy of Education Society (Chicago, Illinois, November 10-11, 1989, and November 9-10, 1990). 

Proceedings from two conferences of a society of specialists in the philosophy of education comprise this document. Fourteen papers are included from the 1989 conference program. They are: (1) "George S. Counts: Dare Educators Inspire World Vision?" (C. A. Ryan); (2) "Political Activities of George S. Counts and John L. Childs" (L. J. Dennis); (3) "Recollection" (P. A. Schilpp); (4) "The Failure of Reconstructionism" (D. G. Smith); (5) "The Legacy of Counts: Contemporary Motivational Theory in Education and the Power of the Status Quo" (R. Brosio); (6) "Zen Buddhism: A Religious Paradigm of Pedagogy" (D. Schultz); (7) "Makers of Meaning: Students as Active Participants" (J. S. Kelly); (8) "Making History, Making Lives, and Making Connections" (S. Schroeder); (9) "Neurophilosophy of Sensorial Epistemology: An Update on G. H. Mead's Second Stage of the Act" (G. W. Stickel); (10) "Conversation for Diversity: A Case for Critical Hermeneutics" (M. Abascal-Hildebrand); (11) "Democratic Character and Democratic Education: A Cognitive and Rational Reappraisal" (M. Gross); and three papers on education and institutional democracy by B. F. Radebaugh, R. P. Craig, and A. Brown. Twelve papers from the 1990 conference are presented. These include: "Ahead to the Past: Adventures in Pragmatic Justification" (J. A. Popp); "Comments" (H. S. Brody); "The Semiotics of Habit: A View of Charles Sanders Peirce's Categories in Learning" (G. W. Stickel); and "Classics and Beyond" (D. B. Owen). Other authors include Richard H. Owens, Jack S. Kelly, Ronald M. Swartz, Lawrence J. Dennis, Robert P. Craig, Edward G. Rozycki, and Alexander Makedon. The presidential address, "Doing Dewey Again and Again," was delivered by Ronald M. Swartz.

Anokye, Akua Duku (1994).  Oral Connections to Literacy: The Narrative.  Journal of Basic Writing, 13, 2. 

Describes a pedagogy based on narrative and storytelling that encourages students to appreciate cultural and racial diversity as it helps them become active participants in the broader conversation of a literate community.

Anson, Amy R.; And Others (1991).  The Comer School Development Program: A Theoretical Analysis.  Urban Education, 26, 1. 

Examines the School Development Program of James Comer, first essayed in two predominantly Black New Haven (Connecticut) elementary schools. His theories of school improvement stress stability, autonomy, institutional loyalty, warmth of daily interaction, and other elements present in Black families and communities in prior decades.

Antonette, Lesliee (1998).  The Rhetoric of Diversity and the Traditions of American Literary Study: Critical Multiculturalism in English. Critical Studies in Education and Culture Series. 

This book considers the concept and practices of a noncritical multiculturalism as it has functioned historically and as it is widely practiced in U.S. university English programs. Multiculturalism as experienced in U.S. English programs serves to reproduce privileged discourse that inadvertently reproduces the same oppressive practices it would resist in the academic communities of composition and literature. A critical multiculturalism attempts to make visible the means through which multicultural reality has been subordinated to a monocultural hegemonic agenda. This, however, does not mean that a critical multicultural hegenomic agenda will not possess its own set of problems and issues. The chapters are: (1) "Ethico-Political History and the Production of a Noncritical Multiculturalism"; (2) "Reconstructing Multiculturalism Critically"; (3) "Critical Multicultural Readings of Four American Texts"; and (4) "Critical Multicultural Pedagogy." An appendix discusses a multicultural reading paradigm.

Antony, Jim; Boatsman, KC (1994).  Defining the Teaching-Learning Function in Terms of Cooperative Pedagogy: An Empirical Taxonomy of Faculty Practices. ASHE Annual Meeting Paper. 

This paper investigates the extent to which American college/university faculty use cooperative pedagogical techniques in their classrooms, and identifies facilitating and inhibiting factors. A broad construct representing faculty's use of cooperative pedagogy was created, which places students at the center of the action regardless of class size and emphasizes interaction among students and between students and faculty. A survey of 35,478 full-time college and university faculty revealed that faculty use of cooperative pedagogy is best measured by a seven-item construct which includes the following items: cooperative learning (small groups), group projects, student presentations, class discussions, student-developed activities, student-selected topics, and student evaluations of each other's work. Analysis revealed that women used cooperative pedagogy more than men did, Blacks more than other ethnic groups, faculty from lower social classes more than other classes, lower academic rank more than higher, and those leaning toward teaching more than those more involved in research. Faculty members most likely to engage in cooperative pedagogy are likely to teach in education, fine arts, or English departments; are not likely to teach in the hard or soft sciences, history, or the humanities; and are more likely to teach at two-year colleges than four-year colleges or universities. | [FULL TEXT]

(1996).  A Pedagogy of Multiliteracies: Designing Social Futures.  Harvard Educational Review, 66, 1. 

Multiple communication channels and increasing cultural and linguistic diversity necessitate a much broader view of literacy. Multiliteracies approach emphasizes the importance of negotiating linguistic and cultural difference and fostering the critical engagement necessary for students to design their futures and achieve fulfilling employment.

Applebee, Arthur N. (1993).  Beyond the Lesson: Reconstruing Curriculum as a Domain for Culturally Significant Conversations. Report Series 1.7. 

The awakening of public interest in curriculum has come at a time when, within the education profession, the conventional wisdom about teaching and learning has itself undergone a major transformation. New Constructivist theories of knowing have emphasized the social nature of the construction of knowledge: students learn by "putting it into words" or by building representations of the various symbolic systems (language, the arts, mathematics, myth) humankind has evolved to articulate ways of knowing. The recent history of the teaching of writing is typical of the ways that constructivist theories have evolved in a variety of educational contexts. The view emerging in research and practice emphasizes writing as a problem-solving activity guided by linguistic and cognitive strategies or "processes." As process-oriented instruction becomes the conventional wisdom, however, its limitations become more evident and recent commentators have sought to re-embed writing in its social contexts. Curriculum should provide a conversational space or domain within which students can engage new subject matter. This notion of curriculum has obvious ties to language (which firmly anchors it in contemporary theories of knowing and being) and is socially and culturally situated. An effective curriculum requires a constructivist pedagogy--one in which the roles of the teacher and learner are transformed to support the construction of meaning, rather than the transmission of knowledge. It is ultimately the teacher, in the day-to-day interaction with students, who enables them to construct meaning. | [FULL TEXT]

Applebee, Arthur N. (1993).  Literature in the Secondary School: Studies of Curriculum and Instruction in the United States. 

Presenting findings from a wide-ranging study, this book considers the present state of literature teaching in American middle and secondary schools. Probing both context and the instructional approaches, the book shows a discipline staffed by teachers better educated than their predecessors but carrying heavy class loads and isolated from current thinking in literary criticism and pedagogy. The book is based on a series of four interrelated studies: (1) a series of case studies of English programs with local reputations for excellence; (2) a study of book-length works that are required reading for high school students as well as the book-length texts required in public schools, grades 7-12, and in Catholic and independent schools, grades 9-12; (3) a survey of content and approaches in nationally representative samples of English programs in public, Catholic, and independent schools, plus schools whose students consistently win National Council of Teachers of English (NCTE) Achievement Awards in Writing; and (4) analyses of the selections and teaching suggestions offered in widely used anthologies. Chapters of the book are: Introduction; Studying the Teaching of Literature; Conditions for the Teaching of Literature; The Curriculum as a Whole; Selections Chosen for Study; Selections Available in Literature Anthologies; Classroom Literature Instruction; Instructional Materials in Literature Anthologies; Writing and Literature; The School Library and Students' Reading; and Conclusion. A description of methods and procedures for the four studies, and a list of the most frequently anthologized selections by genre are attached. | [FULL TEXT]

Applebee, Arthur N. (1994).  Toward Thoughtful Curriculum: Fostering Discipline-Based Conversation in the English Language Arts Classroom. Report Series 1.10. 

The typical approach to curriculum in the English language arts fits well with the traditional, content-centered approach to instruction. Such an approach to curriculum, however, is appropriate to a pedagogy that construes knowledge as fixed and transmittable but inappropriate to a pedagogy that views learning as constructed by the learner rather than inherited intact. The sense of an appropriate domain for conversation is at the center of an ongoing set of studies at the National Research Center on Literature Teaching and Learning. The research focuses on what guides teachers' decisions about curriculum. What is emerging is a view of curriculum as defining a domain for culturally significant conversations into which teachers want students to be able to enter. Four principles of effective curricular conversations are: (1) an effective curriculum must be built around language episodes of high quality; (2) an effective curriculum requires an appropriate breadth of materials to sustain conversation; (3) the parts of an effective curriculum are interrelated; and (4) for a curriculum to be effective, instruction must be geared to helping students enter into the curricular conversation. English language arts educators need to develop new ways to talk about curriculum, ways that will further attempts to implement a constructivist pedagogy rather than frustrate them. | [FULL TEXT]

Applebee, Arthur N. (1996).  Curriculum as Conversation: Transforming Traditions of Teaching and Learning. 

This publication offers a vision of curriculum that redresses the balance between teaching traditions of the past and entering and participating in those of the present and future. It stresses knowledge-in-action rather than the more traditional approach of knowledge-out-of-context, encouraging ongoing conversation embedded within the larger traditions of discourse in science, the arts, history, literature, and mathematics. The development of curriculum becomes the development of culturally significant domains for conversation, and instruction becomes a matter of helping students learn to participate within those domains. Examples are drawn from a series of studies of how teachers make decisions about their own curricula. The book contains nine chapters: (1) "Introduction: The Role of Tradition"; (2) "The Individual and Tradition"; (3) "Deadly Tradition"; (4) "Curriculum as Conversation"; (5) "Characteristics of Effective Curricula"; (6) "Structuring Curricular Conversations"; (7) "Recent Curriculum Proposals as Domains for Conversation"; (8) "Toward a Pedagogy of Knowledge-in-Action"; and (9) "Researching Conflicting Traditions."

Appleby, Bruce C.; And Others (1991).  Yet Another Old Standard: HBJ's "Adventures" Series (Resources and Reviews).  English Journal, 80, 7. 

Reviews and describes Harcourt Brace Jovanovich (HBJ) Literature Series. Discusses the contributors to these anthologies, the content, and a teaching apparatus. Concludes that HBJ has made few changes in their books over the years and has paid only the most cursory attention to how schools, teachers, pedagogy, literature, and culture has changed. Recommends that teachers avoid this literature series.

Appleby, Yvon (1996).  "Decidedly Different": Lesbian Women and Education.  International Studies in Sociology of Education, 6, 1. 

Explores the meanings and connections between two different identities: women (visible) and lesbian (invisible). Utilizes a series of interviews to examine the complex relationships that exist between individual identity meanings and those that are socially constructed and maintained within an educational system. Includes many verbatim comments from participants.

Archbald, Douglas A.; Porter, Andrew C. (1994).  Curriculum Control and Teachers' Perceptions of Autonomy and Satisfaction.  Educational Evaluation and Policy Analysis, 16, 1. 

The influence of curriculum control policies on sense of autonomy and job satisfaction was studied for 195 high school mathematics and social studies teachers in California, Florida, and New York. Teachers reported high personal control over content and pedagogy, and there was little evidence that constraints affected efficacy or satisfaction.

Archer, Jennifer (1999).  Teachers' Beliefs about Successful Teaching and Learning in Mathematics. 

This study focuses on links between beliefs and practices in the teaching of mathematics at both the primary and secondary levels. The mathematics reform movement has been calling for major shifts in teachers' beliefs about the nature of mathematics leading to corresponding major changes in their teaching practices. Teachers were interviewed and their responses were categorized in four ways: (1) practices related to their epistemological beliefs; (2) practices related to their beliefs about motivation; (3) practices related to their beliefs about pedagogy; and (4) attributed beliefs that were not tied to specific teaching practices. The most marked differences emerged at the epistemological level; that is, teachers' conceptions of the nature of mathematics and its place within the school curriculum. Primary teachers tended to see mathematics as tied to students' everyday lives and linked with other aspects of the curriculum. This conception of mathematics translated into classroom activities that mirrored outside-school activities. It also translated into activities incorporating aspects from different syllabus areas and held together by an overarching theme. In contrast, secondary teachers tended to see mathematics as self-contained, and it was their role to guide students through its orderly, logical structure. This conception translated into fairly traditional lessons with teachers introducing a new concept followed by students practicing examples from the textbook. Though secondary teachers did acknowledge that students would benefit from physical manipulation of objects, they argued that impediments within high schools often prevented this from happening. | [FULL TEXT]

Ard, Anne K. (1992).  Powerful Learning: A Study of the Bryn Mawr Summer School for Women Workers in Industry 1921-1938. ASHE Annual Meeting Paper. 

This paper reviews the program of the Bryn Mawr Summer School for Women Workers in Industry, held from 1921 to 1938, and attempts to discern whether the curriculum and pedagogy of the school was feminist. An introduction notes that sources for the paper include course syllabi, videotaped interviews, and first person accounts of the school's functioning. A section describing the history of the summer school covers the thinking of its founders, Hilda W. Smith and M. Carey Thomas, the opening of the school, the curriculum, the student body which was racially integrated, and the school's involvement in the union movement (which eventually caused its close). A central section looks at the characteristics of the school, student evaluation, non-academic learning experiences, curriculum, and the effect of the school on its students, women from blue-collar occupations. A further section offers an overview of feminist pedagogy and method as a preparation for a section on the use of feminist pedagogy at the Summer School. This section notes that the school's educational philosophy was founded on feminism and the progressive education of John Dewey. A conclusion argues that the experience of the school demonstrates that a commitment to women's learning makes possible collaborative process, shared authority, and empowerment. | [FULL TEXT]

Arenas, Alberto (1999).  If We All Go Global, What Happens to the Local? In Defense of a Pedagogy of Place. 

The current educational emphasis on the "global community" misses the most immediate and concrete area where students can make a difference: the locality. Without negating the importance of having a sense of responsibility toward the global community, a pedagogy of place argues that children cannot comprehend, much less feel a commitment toward, issues and problems in distant places until they have a well-grounded knowledge of their own place. The place that one inhabits can teach about the interdependency of social and natural systems. Understanding a pedagogy of place is understanding the purpose of education: the development of competence, care, and appreciation in political, environmental, and aesthetic areas. Two public secondary schools serving poor students in Colombia promote a pedagogy of place that defends the integrity of the community and surrounding environment. Fernandez Guerra Secondary School in the semi-urban town of Santander de Quilichao uses an interdisciplinary approach in which each grade focuses on a locally relevant theme and a social or ecological project. Tomas Herrera Cantillo Secondary School in the isolated village of Penoncito engages students in organic agriculture and animal husbandry projects relevant to sustainable community development. Examples show how the schools transmit competence, care, and appreciation in the direction of political, aesthetic, and environmental awareness and also prepare students for national standardized tests and avoid parochialism. | [FULL TEXT]

Armel, Donald, Ed. (1995).  Association of Small Computer Users in Education (ASCUE) Summer Conference. Proceedings (28th, North Myrtle Beach, South Carolina, June 18-22, 1995). 

Papers from a conference on microcomputers are: "Organizational Leadership through Information Technology" (John A. Anderson); "Multimedia in the Classroom--Rejuvenating the Literacy Course" (Stephen T. Anderson, Sr.); "Something New about Notetaking: A Computer-Based Instructional Experiment" (Donald Armel); "Reflections on Electronic Frontiers in Education" (Ron Barnette); "Planning, Developing and Installing a Campus LAN" (Francis Foley); "Multimedia Design and Development: Who, What, When, Where, How and Why" (Michael T. Fox); "Designing and Delivering a Summer Institute on Academic Information Resources" (Michael T. Fox); "Multimedia and Computer-Based Instructional Software: Evaluation Methods" (William J. Gibbs); "TestMaker: A Computer-Based Test Development Tool" (William J. Gibbs; Annette L. Lario-Gibbs); "Getting Everyone into the Tent (Even If It Takes a Big Top!)" (Thomas L. Hallman); "Wireless Data Communications Prototyping: A Flexible, High-Quality, and Cost-Effective Information System for Education" (Benjoe A. Juliano, Stephen J. Sheel); "Universal Access and Faculty Training: Keys to the Information Highway for a Small University" (Jerry Kandies and others); "Designing and Integrating a Fiber Optic Network with an Existing Copper Network" (Wallace C. Knapp); "'Mooving' to a Virtual Curriculum" (R. John LaRoe); "Connecting Classrooms to the Web: An Introduction to HTML" (R. John LaRoe); "Computers across the Curriculum: Teaching a Computer Literacy Course for Multi-Disciplinary Use in a Network Environment--Content and Pedagogy" (Dana E. Ormerod);"Information Technology Curricula: Business and Interdisciplinary Perspectives" (Thomas A. Pollack); "Conducting Political Science Research Using Multimedia" (David P. Redlawsk); "Video and Computer Technologies for Extended-Campus Programming" (Edgar L. Sagan); "Macintosh Computer Classroom and Laboratory Security: Preventing Unwanted Changes to the System" (Gary J. Senn, Thomas J. C. Smyth); "Cooperative Efforts To Integrate Computer Technology into Teacher Education Curricula" (Wagih Shenouda, Gretchen Johnson); "Netware-Specific Network Security" (Robin M. Snyder); "Designing Effective PC-Based Multimedia Presentations" (Nancy S. Thomson); "Mosaic as a Vehicle for Collaborative Learning" (Robin Wagner, Bill Wilson); "Distance and Distance Research: The Need for Internet Proficiency in the Shadow of Shrinking Resources" (Arthur E. Williams); "Mobile Computing at Grove College" (Frederick J. Jenny); and "Electronic Portfolio: Assessment, Resume, or Marketing Tool?" (Dutchie Riggsby and others). | [FULL TEXT]

Armstrong, Nigel (1996).  Variable Deletion of French /l/: Linguistic, Social, and Stylistic Factors.  Journal of French Language Studies, 6, 1. 

Focuses on variable /l/-deletion in the French definite articles, subject clitic pronouns, and in one frequent phono-lexical context. Considers whether the sociolinguistic patterns reported indicate ongoing linguistic change or whether the effects observed reveal attitudes to non-standard linguistic forms inculcated in speakers by normative French pedagogy in France. (32 references)

Armstrong, Paul, Ed.; And Others (1997).  Crossing Borders, Breaking Boundaries. Research in the Education of Adults. An International Conference. Proceedings of the Annual SCUTREA Conference (27th, London, England, United Kingdom, July 1997). 

The following are among the 104 papers included: "Vocational Education and Training Partnerships in Remote Aboriginal Communities" (Arnott, Dembski); "Participation in Adult Education" (Benn); "Learning Organisations" (Bierema); "A Conceptual Framework for Understanding the Institutional Dynamics Involved in a University's Response to an Allegation of Racism" (Bishop); "An Analysis and Critique of Transformation Theory and Adult Learning" (Boucouvalas); "Research in Adult Learning" (Brew); "Reforming Australian Education and Training" (Brown); "Challenging Metrocentrism" (Butler); "Life at the Glass Ceiling" (Caffarella, Clark, Ingram); "Crossing Borders and Breaking Boundaries" (Cavanagh); "Learning as a Non-unitary Self" (Clark); "New Education Policy Directions in South Africa" (Cooper); "Globalisation and a Pedagogy of (Dis)location" (Edwards, Usher); "Learning to Learn" (Ettling, Hayes); "Postgraduate Education and Adult Education" (Ferrier); "The Significance of African-American Language and Learning in an Adult Education Context" (Flowers, Sheared); "Intimate Cultures of Learning" (Fraser, West); "Technologies of Compliance in Training" (Garrick, Solomon); "Learning Trajectories" (Gorard et al.); "The Political/Economic Boundary of Adult and Continuing Education" (Grosjean); "Crossing Borders in Research in Adult Education" (Hake); "The Practice of Guidance in an Employee Development Programme" (Harrison); "Demand and Supply of Adult Education and Training" (Houtkoop); "Beyond Facilitation in Adult Education" (Johnson-Bailey, Cervero); "Epistemology of Groups as Learning Systems" (Kasl, Marsick); "Vocational Education and Really Useful Knowledge" (Kilminster); "Is There a Boundary between Formal and Nonmoral Education?" (Kilpatrick); "Identifying Groups of Learners through the Use of Learning Strategies" (Kolody, Conti, Lockwood); "Understanding Adult Student Learning Using Theories of Academic Literacy" (Lea); "Working Class Culture, Adult Education and Informal Learning" (Livingstone); "Action-Based Research" (Lucas, Davies, Cochrane); "Restructuring Adult Education" (McIntyre); "Afri-centricity" (Mashengele); "Boundaries and Quality" (Millar); "Challenging Boundaries in Adult and Higher Education through Technological Innovation" (Miller, Leung, Kennedy); "Minority Women at the Iron Borders of Academe" (Mojab); "Research Findings on the Effectiveness of Guided Imagery/Visualisation as a Technique in the Facilitation of Transformative Learning" (Morton); "Workers as Learners and Learners as Workers" (Payne); and "On Formal, Non-formal Lifelong Learning" (Percy). | [FULL TEXT]

Arnold, Mary (1991).  Mapping the Territory: A Conceptual Model of Scholastic Journalism.  Communication: Journalism Education Today (C:JET), 24, 3. 

Describes scholastic journalism as the teaching of secondary school students to gather, process, and present information to an audience. Offers a model focusing upon scholastic journalism's conceptual areas of law and ethics, history and cultural diversity, technology and financial support, media and content, pedagogy, and working context as a framework for further discussion.

Arnot, Madeleine; Araujo, Helena; Deliyanni-Kouimtzi, Kiki; Rowe, Gabrielle; Tome, Amparo (1996).  Teacher, Gender, and the Discourses of Citizenship.  International Studies in Sociology of Education, 6, 1. 

Reports on a sociological research project that explored how a new generation of teachers in Greece, Spain, Portugal, England, and Wales understood the concept of citizenship and how gender relates to it. The data suggests that specific gender and cultural groups may posses their own notions of citizenship.

Aronowitz, Stanley; Giroux, Henry (1993).  Education Still Under Siege. Second Edition. Critical Studies in Education Series. 

This book points to the need to attend to ever-present inequalities of education in the light of new political correctness, technology, and curricula. Following the introduction, chapter 1 offers a review of neoconservative, liberal humanist, and radical theories of education. Chapter 2 suggests that one way to rethink and restructure the nature of teacher work is to view teachers as intellectuals, focusing on the role of educators as transformative intellectuals. Neoconservative and critical theories' views on the literacy crisis are described in the third chapter. Chapter 4 examines the concepts of reproduction and resistance in radical theories of schooling, and chapter 5 discusses radical pedagogy and the legacy of Marxist discourse. The sixth chapter analyzes how the language of critique has emerged within the last 15 years around a radical educational discourse. Chapters 7 through 9 examine the political correctness movement, the computer's discursive position in the larger framework of social production and distribution of knowledge, and the politics of the multicultural debate. Chapter 10 analyzes issues in the debate on the crisis in education and the role that federal policy should play in resolving it. Problems with the new public policy, with its celebrations of economic and technocratic reason, are discussed. The final chapter discusses the dual crisis faced by education as it moves into the 21st century: (1) the rise of the new right and its economic and ideological attacks on the schools; and (2) the failure of radical educators to match neoconservative politics with a corresponding set of visions and structures.

Arroyo, Fred (1998).  Life Writing: Finding Whole Narratives in Poetry and Composition. 

By looking at narratively-rich poems both as individual poems and as part of much broader social narratives, students become extremely excited, and their papers become far more complex in exploring gender, ethnicity, and social class. An instructor tries to help students enter into the life of the poems, to enter into a conversation the poet has begun. The ability to talk and listen to each other, to know how to tell a story and to listen to the stories of others is becoming more and more an essential part of literacy in people's daily lives. The instructor has students translate a poem literally into a text of prose so they compare their lives to the lives inside the text and embrace the life and story inside. He stresses a more process-based pedagogy instead of a more formal one, and it has become clear to him that this pedagogical practice helps students understand issues surrounding literature, literacy, and diversity. | [FULL TEXT]

Artese, Brian (1995).  Teaching Feminist Theory via Philosophy: Political Implications of an Ontological Inquiry in Judith Butler's "Gender Trouble." 

Rather than begin an undergraduate class in feminist theory with the assertion that such theory is important because of its social implications--and then attempt to prove it--it is more effective to begin with a more neutral philosophical discussion that will act as a foundation for its premises. Judith Butler's essay "Gender Trouble" becomes an effective pedagogical tool as it engages the ontological root of the matter--the traditional conception of identity that produces phallocentric public policy as its effect. Challenging the familiar conception of identity, whereby external behavior is governed by the edicts of an interior essence, Butler argues for a model of identity through imitation. In the attempt to "be a woman," for instance, a young girl imitates the gestures and actions of a real, historical woman; but the girl is taught to conceive of those gestures as the expression of an essential femininity "within." By subverting the idea that gender identity is the product of an inevitable structural law, or the expression of a natural essence, Butler's critique allows readers to pay attention to what she calls the disciplinary powers that prescribe and regulate behavior.  | [FULL TEXT]

Ashley, Hannah; Barr, Rebecca; Lattuca, Lisa R. (1999).  Report on the Conference: Community Colleges Issues: Issues and Research. 

This report on the March 1998 Spencer Foundation Conference, "Community Colleges: Issues and Research," identifies areas of needed research related to the mission and work of community colleges. It summarizes the comments of the conference participants and organizes these comments into three sections. The first focuses on forces that influence the mission and identity of community colleges: internal (i.e., students and faculty) and external (i.e., the economy, federal and state policy, technological changes, and local community demand). The second section explores research questions pertaining to students, curriculum and course taking, faculty and pedagogy, and institutional governance and culture. The final section focuses pragmatically on the organization and type of needed research. The need to contextualize studies of community colleges within an understanding of societal forces is discussed, as well as the nature of institutional research--how to best utilize the data already being collected, how to improve methods for collection of further data, and how best to reflect research back to the policy and practitioner communities. | [FULL TEXT]

Ashton, R. Will (1997).  "Students at Risk": The Discourse of False Generosity. 

Educators and policymakers find themselves confronted with how to address the issue of children "pre-disposed to failure." This paper contends that teachers and politicians are linked in a chain of responsibility that forces them to construct a common discourse through which they may share their views, and with which they may productively enact their proposals. These interest groups frame their discourse around the conceptualization of students "at risk." The dominant characterization of these students is made in accordance with a "deficit model," wherein the student at risk is viewed as embodying a specific set of traits that pre-dispose the child to fail in school. Educational discourse correlates risk with behavioral, socio-economic, and ethnic-linguistic traits. The paper undertakes a critical assessment of the prevailing deficit model from a Freirean perspective. Questions taken up are: (1) "To what extent are educators and policymakers wrongly conceiving the phenomenon of students at risk?;" (2) "How does Paulo Freire's notion of 'false generosity' (in "Pedagogy of the Oppressed") provide the right critique?;" (3) "What is the Freirean alternative?" and (4) "What are the ethical payoffs that derive from that alternative?" The paper considers whether the tendency to false generosity can be overcome and true liberatory education engaged in. It concludes by examining this question and suggesting steps that can be taken to engender an educational practice that is truly generous. . | [FULL TEXT]

Askins, K. Brent; Galloy, Michael J. (1993).  Critical Pedagogy for Vocational Education: The Practice with Novice Professionals. 

The Georgia Instructor Academy (GIA) initiative is intended to provide staff development activities that enhance the quality of instruction delivered at the technical institutes. Before GIA could become functional, the following significant changes in the state's postsecondary technical education system had to occur: (1) creation of the Georgia Board of Technical and Adult Education to govern technical institutes and establish statewide, program-specific standards and curricula that reflect current job practices; (2) establishment of the Guarantee Program; and (3) development of regional consortia. GIA is responsible for delivering inservice training to both new and experienced technical institute instructors. It is divided into three divisions, each of which addresses specific needs of Georgia's technical institute instructors. The Technical Training division provides instructors with opportunities to advance their occupational expertise through industry-sponsored workshops and seminars, joint ventures with industry, job shadowing, and internships. The Professional Development division provides instructors with opportunities to enhance their professional lives. The Instructor Training Institute assists in development and improvement of the instructional competencies of new postsecondary technical institute instructors. Georgia has decided to use a networking system called PSInet (People Sharing Information network) to link all technical institutes and academy personnel into a bulletin board service. | [FULL TEXT]

Aslin, Lauren (1999).  "Education for an Information Age: Teaching in the Computerized Classroom" by Bernard J. Poole. Book Review.  Canadian Journal of Research in Early Childhood Education, 7, 4. 

Regards Poole's book for inservice and preservice teachers addressing questions about how, why, and when to use educational technology as well-organized and comprehensive. Notes a contradiction about the teacher's relationship to technology and pedagogy; highlights Poole's suggestions for addressing, on site, teachers' lack of knowledge about technology and related pedagogy; and recommends the text as a resource companion.

Aston, Michelle; Hyle, Adrienne E. (1997).  Social Networks, Teacher Beliefs, and Educational Change. 

This study examined the social networks of teachers' strong and weak ties and the impact of those associations upon their beliefs about the realities of elementary education in terms of the knowledge and skills that influenced those realities: school context, general pedagogy, specific subject matter pedagogy, nature of the learner, and self as teacher. The study collected data from principals and teachers at two demographically similar, rural elementary school sites using long interviews, direct observation, and review of communication documents between and among teachers and principals. Data analysis involved examining traditional and nontraditional beliefs, Granovetter's (1973) strength of ties, and McPartland and Braddock's (1981) Perpetuation Theory. Results indicated that across sites: teachers beliefs supported a range of perspectives about elementary education from traditional to nontraditional; social networks tended to impact teachers' beliefs more than school experiences; and the networks offered opportunities for strong and/or weak ties to develop. The weak ties in traditional schools that fostered professional collaboration and teamwork helped chip away at traditional beliefs established through life experiences. Strong ties in schools that supported nontraditional beliefs ameliorated the effects of traditional life experiences. The principal's role was evident as a fosterer of positive networking. | [FULL TEXT]

Atchoarena, David (1993).  Educational Strategies for Small Island States. 

The recent emergence of small states on the international scene has generated renewed interest among researchers and practitioners. This booklet describes the significance, relevance, and practical implications for educational planning of insularity and small size. The empirical basis for this publication is drawn primarily from the Caribbean and South Pacific regions. Following the foreword and preface, part 1 relocates the theme of small states in a theoretical and historical perspective. It describes the characteristics common to small states that constitute both constraints to and advantages for educational planning. Part 2 analyzes the implications of small size for educational planning. It provides a statistical overview of education in small states that illustrates problems they face and the significance of context-dependent factors for these countries' educational behaviors and circumstances. The third part proposes a strategic reflection encompassing the key aspects of planning and management of education. Small size and insularity represent a double challenge to educational change. Strategic reflection is organized around several major functions: forecasting, pedagogy, administration, and cooperation. Particular attention is paid to archipelago states because of their extreme specificity. Five tables are included.

Atkins, Sandra L. (1997).  Lakatos' Proofs and Refutations Comes Alive in an Elementary Classroom.  School Science and Mathematics, 97, 3. 

Presents an alternative pedagogy implicit in Imre Lakatos's "Proofs and Refutations: The Logic of Mathematical Discovery." Lakatos reveals that learning mathematics is a discourse-laden activity in which it is acceptable, if not preferable, to refute conjecture. Provides examples of using a Lakatosian approach in an elementary classroom.

Attias, Bernardo (1991).  Power in the Classroom? A Plan for the Destruction of the Universities. 

The only feasible path to a truly critical pedagogy is the destruction of the university. Before teachers and students ever arrive in the classroom, they have certain "places" within a blind, faceless institution which mark them in ways which must somehow be overcome for a truly critical pedagogy to develop. Analyzing how these roles are produced and reproduced ideologically suggests that the result of this reproduction is something profoundly anti-intellectual and anti-educational that is literally built into the system within which critical teaching methods must develop. Critical pedagogy must attempt to subvert these institutional constraints from within, and changing the system of power requires abandoning the goals of the "university" education and beginning to develop the tools for education. This does not mean quitting jobs or trying to shut down the university; rather, it means using the established institution against itself, creating spectacles in the university that might compete with those offered on television, and might thus help to bridge the gap between education and everyday life. Being critical means constantly traversing the artificial boundaries among disciplines, emphasizing the learning process itself rather than the list of works required for a particular niche-like specialization. Teaching should be more performance than ritual, and a goal should be to eliminate the deleterious effects of grades if not the grades themselves. | [FULL TEXT]

Auerbach, Elsa Roberts (1991).  Politics, Pedagogy, and Professionalism: Challenging Marginalization in ESL.  College ESL, 1, 1. 

Discusses marginalization of English-as-a-Second-Language (ESL) teachers and students and calls on the ESL professionals to reshape the academy, to move from a pedagogy that stresses assimilation to one that strengthens students' voices and choices. (18 references)

Austin, Ann, Ed.; Hynes, Geraldine E., Ed.; Miller, Roxanne T., Ed. (1999).  Proceedings of the Annual Midwest Research-to-Practice Conference in Adult Continuing, and Community Education (18th, St. Louis, Missouri, September 22-24, 1999). 

This document contains the proceedings of a 1999 conference on adult, continuing, and community education held in St. Louis, Missouri. The following 39 papers are included: "Program Effectiveness Evaluation: Recertification and Job Upgrading for Adult Refugees" (Non-Native Speakers of English) (Adelman); "Rethinking the Linkages between Higher and Adult Education: Implications for Graduate Education" (Beach and Kovan); "Creating Effective Non-Profit Volunteer Training Programs by Utilizing Adult Education Principles" (Bengels); "Empowering Women for Development through Regionally Planned Community Education Strategies: A Southern African Perspective" (Braimoh and Lekoko); "Children of Abraham Sit Down Together To Learn: Initiating Interreligious Learning with Muslims and Jews" (Charaniya and Walsh); "Voices of Job Loss: From Disorienting Dilemma to Perspective Transformation" (Coleman-Hoeppel); "Experiences of Faculty Members Who Interact with Students in an Online Environment" (Conceicao-Runlee and Reilly); "'Goin' Down the Road': Learning at the Edge of Social Movements for Cultural and Ecological Sustainability" (Curry, Liao, Outlaw, and Woodhouse); "An Exploration of Electronic Discussion as an Adult Learning Strategy" (Daley); "Learning and Context: Connections in Continuing Professional Education" (Daley and Carlsson); "Context in the Contextualized Curriculum: Adult Life Worlds as Unitary or Multiplistic?" (Dirkx, Amey, and Haston); "An Examination of the Relevance of Doctoral Study to University Continuing Education Practitioners in the USA" (Donaldson, Bailey, Russell, and Pearce); "Learning Styles" (Droegemueller); "Multiple Intelligences and Adult Learning" (Ferro); "Improving the Reading and Writing Skills of Deaf Adult Learners" (Flynn and Davis); "On a Collision Course: Distance Education and Team Leadership Skills" (Frantz); "Mentoring and Women's Adult Development: Implications for Female Faculty" (Gibson); "Federalization of Adult Education in Oklahoma under Governor 'Alfalfa' Bill Murray, 1933-1941" (Ice and Nolan); "The Impact of the Internet on Research-to-Practice in Adult, Continuing, Extension, and Community Education" (Isenberg and Titus); "'Dance to Learn': Reaffirmation of Cultural Rituals in Instructing Adult Learners in Formal Settings" (Kamen, Kassinger, and Jefferson); "Professionals' Workplace Devaluation" (Klunk);"Symbolic Representations as Mediators for Meaning Construction: An Exploration of Transformative Pedagogy within a Professional Development Context" (Kritskaya and Dirkx); "Transcending Boundaries: Building Community through Residential Adult Learning" (Lawrence); "Self-Directed Professional Development in the Continuing Education of Adult Educators" (Levine and Hikawa); "Exploring the Theory and Practice of Feminist Business" (Magnuson); "Urban Workforce Development: A Collaborative Planning Framework for Improving Basic Skills" (Martin and Sykes); "The Adult Education Implications of 'Work-First' Welfare Reform Policy on Welfare Recipients" (Miller); "ESL [English as a Second Language] Program Evaluation: Lessons from outside the U.S." (Nolan); "Framework To Identify In-Service Education Needs of Extension Practitioners" (Radhakrishna, Spalding, and Smith); "'Aren't You Glad You're Not Stupid?' The Experiences of Adult Students with Invisible Disabilities and Higher Education" (Rocco); "A Piece of the Puzzle: John Ohliger, 'Music Director' of Basic Choices" (Rocco and Rowland); "Adult Learning through Religious Music in an African American Church Choir" (Rowland); "Music in Adult Education" (Rowland); "Expanding Educational Programs: Assessing Business and Community Members' Needs and Support for Community Education" (Suvedi and Lapinski); "A Critical Review of Teaching Belief Research: Implications for Adult Education" (Taylor); "Women 'Teaching across Borders' for Social Change in Adult Education: The Interconnecting Role of Culture and Spirituality" (Tisdell); "A Multi-site Case Study Examining Mentoring Practices" (Merkt); "Understanding Overloaded Adults' Readiness Level for Learning: McClusky's Theory of Margin Refuted" (Wolflin); and "Keynote Address: 'The Accidental Tourist'" (Berlin). The papers include abstracts and references.

Avis, James (1995).  The Validation of Learner Experience: A Conservative Practice?  Studies in the Education of Adults, 27, 2. 

Examines relations between educational practice and learner experience/knowledge, including positivism, empiricism, identity politics, and dialog. Suggests that pedagogy that fails to examine the discursive production of experience is conservative.

Ayers, William; Schubert, William (1992).  Do the Right Thing: Ethical Issues and Problems in the Conduct of Qualitative Research in the Classroom.  Teaching and Learning, 6, 2. 

Describes briefly four qualitative research projects and examines four sets of questions which illustrate ethical dilemmas embedded in qualitative research of the type described: the conduct of qualitative inquiry in the classroom, project implementation, the effect of the researcher's presence in the field, and understanding questions of pedagogy and power.

Ayersman, David J. (1996).  Reviewing the Research on Hypermedia-Based Learning.  Journal of Research on Computing in Education, 28, 4. 

Synthesizes the research on hypermedia-based instruction while providing a meaningful historical and conceptual framework for categorizing the research to date. Research relating to individual differences, attitudinal measures, systems analysis, and performance is examined, and concomitant changes in pedagogy are also addressed. Contains 98 references.