Pedagogy | E

_____. (1991).  Early Childhood Education: Nurturing Oregon's Future. 

This packet of materials includes several items that relate to early childhood education in Oregon. An information sheet describes the state's vision of comprehensive early childhood education for all children, and provides definitions, assumptions, and guiding principles that relate to that vision. A figure depicts the coordination of services relating to education from kindergarten through third grade. A briefing paper on educational reform discusses the implementation of developmentally appropriate practices, the development of programs concerning children's transition from prekindergarten to public school, health and social service needs of children and families, the involvement of parents in school decision making, and integration of children with disabilities into regular school activities. An information sheet on school readiness includes definitions and questions concerning continuity in educational philosophy, pedagogy, and educational structure. Also provided is a form to use in developing plans for children's transitions. | [FULL TEXT]

_____. (1999).  Early Childhood Education and Care in the 21st Century: Global Guidelines and Papers from an International Symposium Hosted by the World Organization for Early Childhood Education (Organisation Mondiale pour L'Education Prescolaire) and the Association for Childhood Education International (Ruschlikon, Switzerland, July 5-8, 1999). 

The International Symposium on Early Childhood Education and Care for the 21st Century was held in Ruschlikon, Switzerland in 1999. Attending were 83 early childhood education professionals from 28 nations to develop international guidelines for the education and care of young children. This document contains shortened versions of the guidelines developed by the working groups at the symposium and three papers presented at the symposium. Guidelines were developed and statements were made in the areas of: (1) overall philosophy, goals, and policies; (2) environment and physical space; (3) curriculum content and pedagogy; (4) early childhood educators' and caregivers' qualifications and characteristics; (5) partnership with families and communities; (6) young children with special needs; and (7) accountability, supervision, and management. The papers included in this report are: (1) "International Standards or One of Many Possibilities?" (Peter Moss); (2) "The Contribution of Preschool Education to Chilean Education Reform" (Blanca Hermosilla); and (3) "What Kinds of Future for Our Children?" (Bettye Caldwell). Each paper contains references. | [FULL TEXT]

Eaton, Judith S., Ed. (1994).  Strengthening Transfer through Academic Partnerships. 

The National Center for Academic Achievement and Transfer was established in 1989 as a national project to improve transfer between two- and four-year institutions, especially for low-income, black, and Hispanic students. This volume describes the results of three types of grants awarded by the center to two- and four-year institutions: Core Curriculum Grants ($200,000), awarded for the development of at least 50% of a core curriculum meeting degree requirements at both institutions; Phase II Partnership Grants ($25,000), designed to continue the initial partnership grant program and fund efforts to revitalize faculty relationships, shared pedagogy, joint curriculum development, and general education arrangements; and Supplemental Grants ($10,000), awarded to partnership grant schools requiring additional support to continue their efforts. An evaluation of the grant programs and other facets of the center's work suggested the importance of dialogue between faculty at two- and four-year institutions; partnership between two- and four-year colleges in the development of a core curriculum; institutional support and recognition; opportunities for faculty exchanges and concurrent student enrollment; and realistic expectations of the amount of change possible as a result of a relatively small external grant. The bulk of this report contains detailed descriptions of 4 projects funded by Core Curriculum Grants; 8 Partnership Grants projects; and 15 Supplemental Grant projects. | [FULL TEXT]

Ebert, Teresa L. (1996).  For a Red Pedagogy: Feminism, Desire, and Need.  College English, 58, 7. 

Unpacks some of the underlying assumptions of the modes of knowing that inform "ludic" and "Red" feminist pedagogies and how the pedagogy of critique is a pedagogy of emancipation, whereas the pedagogy of desire, at its most radical moment, is simply a pedagogy of liberation, specifically individual libidinal liberation.

Ebison, Maurice G. (1993).  Newtonian in Mind but Aristotelian at Heart.  Science and Education, 2, 4. 

Discusses some core features of Aristotelian physics and looks at their transformation by first Galileo and then Newton. It shows how the Aristotelian view was rooted in commonsense and indicates the reason that such understandings prove so resistant to physics instruction. Some suggestions are made for guiding effective pedagogy.

Ecker, Martha (1994).  Using Program Reviews for the Evaluation of Pedagogy. 

Ramapo College of New Jersey has implemented a program review with self-reflective pedagogy as a critical component. The review is a self-study that encourages faculty to use peer observation to evaluate and improve their pedagogy. The review encourages all faculty regardless of rank to serve as both observers and the observed in a series of visits. The review also encourages: various types of in-class assessment; content analysis of syllabi; evaluation of the stage of curriculum transformation as indicated by syllabi; and ethnographic exercises, such as analyzing physical arrangement of classrooms and faculty movements within classrooms. Faculty are asked to reflect on their modes of pedagogy and to make connections between form and content in presentation of course materials. Though faculty have been skeptical of the self-study, making pedagogy its central feature can underscore the value the institution places on teaching and learning. Appendixes contain an observer checklist and the syllabus from a social issues course used as an example in discussing the content analysis procedure. | [FULL TEXT]

Eckman, Fred R., Ed.; And Others (1995).  Second Language Acquisition Theory and Pedagogy. 

Selected papers on second language acquisition and instruction from the University of Wisconsin at Madison symposium include the following: "Learning and Teaching: The Necessary Intersection" (Susan M. Gass); "Reenvisioning the Second Language Classroom: A Vygotskian Approach" (Linda Schinke-Llano); "The FOCAL SKILLS Approach: An Assessment" (Ashley J. Hastings); "Toward Theory-Driven Language Pedagogy" (Suzanne Flynn, Gita Martohardjono); "Input, Triggers, and Second Language Acquisition: Can Binding Be Taught?" (Lydia White); "L2 Acquisition of Verb Complementation and Binding Principle B" (Joyce L. S. Bruhn-Garavito); "The Noun Phrase Accessibility Hierarchy in SLA: Determining the Basis for Its Developmental Effects" (Robert L. Hamilton); "Second Language Acquisition of Relative Clause Structures by Learners of Italian" (Karen C. Croteau); "On the Teaching and Learning of Grammar: Challenging the Myths" (Diane Larsen-Freeman); "The Interaction of Pedagogy and Natural Sequences in the Acquisition of Tense and Aspect" (Kathleen Bardovi-Harlig); "From Input to Output: Processing Instruction and Communicative Tasks" (Bill VanPatten, Cristina Sanz); "Free Voluntary Reading: Linguistic and Affective Arguments and Some New Applications" (Stephen D. Krashen); "Teaching with Authentic Video: Theory and Practice" (Anthony A. Ciccone); "SLA Theory and Pedagogy: Some Research Issues" (Andrew D. Cohen); "Exploring the Role of Foreign Language in Immersion Education" (James E. Parker, Shirley M. Heitzman, Amy M. Fjerstad, Lisa M. Babbs, Andrew D. Cohen); "A Variationist Framework for SLA Research: Examples and Pedagogical Insights" (Elaine Tarone); "Markedness in the Acquisition of English/r/ and /l/" (John C. Paolillo); "Foreign Accent and Phonetic Interference: The Application of Linguistic Research to the Teaching of Second Language Pronunciation" (Robert M. Hammond); and "A Study of the Effect of the Acculturation Model on Second Language Acquisition" (Doris Hansen).

Eckman, John (1996).  "Don't Believe the Hype": Electronic Textuality and the Composition Classroom. 

The use of computers in English departments, especially in composition classes, has become a primary site of contention between those who find technology liberating and those who find only new configurations of the same old hierarchies. Much of the excitement stems from a perceived connection between new classroom technologies and current theories of composition pedagogy. For example, computers, especially in networked classrooms, seem to provide a more useful environment for exploring the ways in which knowledge is made collaboratively; constructed by communities rather than discovered by individuals. The computer environment also makes possible a new medium--hypertext--in which many pronouncements of contemporary literary theory can be actualized. This technology democratizes classroom discussion, allowing the students to transcend the limits of the traditional writing classroom. Hypertext is a revolutionary tool, a uniquely electronic form, which denotes text composed of blocks of text and the electronic links that join them, and which can demonstrate the links between different areas of expertise, helping students to see the connections more clearly. The hypermedia system can employ hierarchies of permissions that permit users to read, link to, or modify texts. Questions of how the physical community can be made closer to the virtual one and vice versa and issues of authorship and copyrights remain to be answered. | [FULL TEXT]

Edelsky, Carole, Ed. (1999).  Making Justice Our Project: Teachers Working toward Critical Whole Language Practice. 

This book brings together whole language and critical pedagogy, reading each in terms of the other and providing a new and politically valuable synthesis of the two. A related aim of this volume is to bring together the community of whole language educators with educators who identify themselves with racial, ethnic, and other groups historically positioned as "minorities." The book thus develops a rich interrogation of whole language education from multiple perspectives. After a foreword by Bess Altwerger and Elizabeth R. Saavedra, essays in the book are: "On Critical Whole Language Practice: Why, What, and a Bit of How" (Carole Edelsky); "Understanding and Transforming the Meaning of Our Lives through Poetry, Biographies, and Songs" (Cecilia M. Espinosa and Karen J. Moore);"Exchanging Ideas and Changing Positions: The Importance of Conversation to Holistic, Critical Endeavors" (Marie Elaine Boozer, Lisa Burley Maras, and Bill Brummett); "'Si Se Puede!' Teaching for Transformation" (Rebeca Garcia-Gonzalez, Pilar Mejia, and Winnie J. Porter); "Critical Literacy in a Fourth-Grade Classroom" (Maria Sweeney); "Teaching without Charisma: Involving Third Graders as Co-investigators of Their Inner-City Neighborhood" (Paul Skilton-Sylvester); "A Conversation about Critical Literacy" (James Albright, Susan M. Church, Sue Settle, and Vivian Vasquez); "The Quality of the Question: Probing Culture in Literature-Discussion Groups" (Cynthia Lewis); "Third Class Is More Than a Cruise-Ship Ticket" (Beverly Busching and Betty Slesinger); "Critical Literacy: Teaching Reading, Writing, and Outrage" (Linda M. Christensen); "Schooling for Gangs: When School Oppression Contributes to Gang Formations" (Ramon A. Serrano); "Probing the Invisible Life of Schools" (Bill Bigelow); "Stories of a Liberatory Pedagogy" (Rebecca Jarvis); "Leadership as Critical Practice: A Work-in-Progress" (Susan M. Church); "Transformative Learning through a Study Group" (Elizabeth R. Saavedra); "Literacy Education as a Site for Social Justice: What Do Our Practices Do?" (Barbara Comber and Helen Nixon). | [FULL TEXT]

Edgar, Eugene (1999).  A Narrative for Special Education: A Personal Perspective.  Education and Training in Mental Retardation and Developmental Disabilities, 34, 4. 

This article stresses the interconnectedness of special education with the overall public education system. It posits that the purpose of public schools should be to: (1) enculturate youth into social and political democracy; (2) ensure excellent and equitable educational outcomes; and (3) use a caring pedagogy. Special educators should act as stewards of public schools.

Edgerton, Russell (1990).  The Making of a Professor. 

There is a need for reform of the structures and processes by which graduate students turn into professors, and reform of the way academic work is defined and rewarded. A respect for the science and art of teaching as an intellectual field should be fostered in college faculty. Pedagogy is undervalued because most scholarship in pedagogy has focused on the study of teaching and learning in general, across all subjects. To appreciate the rich complexities of teaching, teachers must go beyond general methods and look closely at particular pedagogies useful to promote understanding of particular subjects. Pedagogy should be more rooted than it has been, with faculty within departments being considered sources of expertise and with development of a new infrastructure designed to nurture and reinforce professional discourse about teaching. A project called The Teaching Initiative is being launched with the goals of: developing prototypes of case materials and case-based instructional methods for use in programs preparing faculty for teaching roles; cosponsoring a conference on teacher assistant training; and developing new criteria and standards for faculty performance in areas such as creative scholarly work, teaching, and profession-based service.

_____. (1990).  Education for Peace and Mutual Understanding: A Perspective from the Soviet Union: Valentina Mitina and the Project "Preparedness for Peace." Reprints and Miniprints, No. 689. 

As part of an effort by the project group "Preparedness for Peace", this publication presents a conversation with Dr. Valentina Mitina of the Research Institute of General Pedagogy, USSR Academy of Pedagogical Sciences. Dr. Mitina, a senior researcher specializing in comparative education, is also an activist in nongovernmental organizations. Mitina offers her definition and views of peace education and explains what role the Soviet Union can play in the field. She explores the terms "disarmament education" and "education for international understanding" and the difficulties of introducing peace studies into a curriculum. The document includes notes about Mitina and presents an appendix that describes the Soviet committee of the movement "Educators for Peace and Mutual Understanding." | [FULL TEXT]

_____. (1997).  Educating in Global Times: Race, Class, Gender (and Other Processes of Normalization). Graduate Student Research Conference Proceedings (Edmonton, Alberta, Canada, March 14-15, 1997.) 

The 33 papers presented at this conference are, as follows: "Child Participation in an Everyday Adult Practice" (Andrew Brent Andressen); "Education for Sustainable Development in Southern Philippines" (Caridad Bernardino); "Distance Education and Instructional Technologies: Cultural Transmission or Cultural Erosion" (Judith Blanchette); "Domestic Slavery into the Twenty First Century: Filipino Domestic Workers in Canada" (Susan Brigham); "Teachings from the Oral Tradition and the Digital Pedagogy of Bricolage: 'Off the Page, on the Page, and into the Screen'" (Duane Burton); "Unmasking the Obscured Familiar" (Donna M. Chovanec); "Cultural Change: Courtship Crisis" (Jendju Collins); "Supermodels in the Rainforest (A Teacher out of His Tree)" (Jean-Claude Couture); "Collective Kitchens: Making Poverty, Gender, Participation and Cooperation Unproblematic" (Nora Fernandez); "Identities In/Formation: Surfacing the Subjugated Knowledges of Queer Youth" (Gloria E. A. Filax); "A Sense of Place: Legitimizing Social Categories through Environmental Discourse" (Lorelei Hanson); "The Post Secondary Institution of the Future: A Virtual Reality" (Judy Harrower); "Personal Construct Psychology and Teacher Education: From Pedagogy Past to Teacher Beliefs in Practice" (Tim Hopper); "Valiant Girls: The Reconstruction of Femininity" (Barbara Heather); "School Education in the Former Soviet Union" (Victoria Hritonenko); "The Use of Erik Erikson's Life Stages Theory in Deaf Education" (Pat Hughes; Michael Rodda); "Race and Education: Waking Up to the Smell of the Coffee" (Jenny Kelly); "Internal Supply Policy" (Sheri Long); "Woman as Genre" (Rebecca Luce-Kapler); "Fostering a Global Conscience through Student Social Justice Activism" (Darren Lund); "Workplace Ergonomics - Importance of Education and Training" (Rammohan V. Maikala); "Can 'Gender' Survive in the Age of Queers?: De-Normalizing the 'Normal,' De-Polarizing Gender'" (Sheryl McInnes); "Situating East Asians in Canadian Race Discourse" (Hijin Park); "Local Control of Education in a Global Environment" (Larry Phillips); "The Dutch Experience with 'Charter Schools'" (Annette Richardson); "The Concept of Gradualness for a Sustainable Education" (Ahmad Sabetghadam); "'Are These the Muslined Pink Young Things to Whom We Vowed and Swore?': Addressing the Gendered Reader in the English Classroom" (Betty-Anne Schlender); "Political Science as Normalising Discourse" (Malinda S. Smith); "Teacher Education: Promoting Professional Identity" (Earl B. Stephanson); "Globalization: Friend or Foe?" (John Valentine); "Endangered Indigenous Languages" (Lynne Wiltse); "Communicative Language Teaching in China: An Analysis from a Cultural Perspective" (Ping Yang); and "Economic, Cultural, Political Significance of Market Women in Nigeria" (Adenike Yesufu). | [FULL TEXT]

Edwards, Anne (1995).  Teacher Education: Partnerships in Pedagogy?  Teaching and Teacher Education, 11, 6. 

Preservice training partnerships between schools and universities can appear to be driven by the demands of external accountability. A Neo-Vygotskian model that incorporates understandings of teaching and learning is offered as a framework for preservice training partnerships. Data from a teaching school-university partnership program illustrate use of the framework.

Edwards, Nancy Tanner (1997).  Integrating Content and Pedagogy: A Cultural Journey.  Action in Teacher Education, 19, 2. 

Examines some innovative change strategies developed at Missouri Western State College to blend content and pedagogy in teacher education programs. Focuses on two independent measures used to evaluate the effectiveness of curriculum changes: National Teachers Exam scores and scores given to first-year teachers on principal evaluations. Both improved significantly after changes were implemented.

Edwards, Richard; Usher, Robin (1998).  "Moving" Experiences: Globalisation, Pedagogy and Experiential Learning.  Studies in Continuing Education, 20, 2. 

Considers the implications of globalization for rethinking instruction. Suggests the use of location/dislocation in the sense of positioning as a metaphor and discusses its application to the theory of experiential learning. Contains 38 references.

Edwards, Tony; Fitz-Gibbon, Carol Taylor; Hardman, Frank; Haywood, Roy; Meagher, Nick (1997).  Separate But Equal? A Levels and GNVQs. Further Education Series. 

This book contrasts British programs for vocationally and academically minded students and looks at differences and similarities in practice in General National Vocational Qualifications (GNVQs) and Advanced level (A level) courses. "Contrasts in Learning?" (Tony Edwards) provides background. "Educating Leaders and Training Followers" (Tony Edwards) outlines the difficulty in securing parity of esteem for training alternatives and differences in curriculum, assessment, and pedagogy in A level and Advanced GNVQ. "Listening to Students and the 50 Percent Framework" (Carol Taylor Fitz-Gibbon) draws on data from the first four Advanced GNVQs to address how they are operating and the extent to which they can be judged to earn parity of esteem. "Classroom Observation in Academic and Vocational Courses Post-16" (Nick Meagher) examines results from classroom observation and suggests interpretations for the difference between academic and vocational learning. "A Level English Language and English Literature: Contrasts in Teaching and Learning" (Frank Hardman) draws on two empirical studies to explore teaching and learning methods in the A level curriculum. "Links between Learning Styles, Teaching Methods, and Course Requirements in GNVQ and A Level" (Roy Haywood) explores potential and real links. "Concentrated and Distributed Research: Reflective Observations on Methodology" (Carol Taylor Fitz-Gibbon) uses the Kolb model to express doubts about research styles that avoid active experimentation. "Conclusion: Different and Unequal?" draws tentative conclusions about differences between A levels and GNVQ alternatives and the prospects for parity between them. Contains 223 references and an index.

Ehrenkrantz, Ezra (1999).  Planning for Flexibility, Not Obsolescence. 

This speech discusses computer lab/classrooms and the issue of properly combining space, pedagogy, and technology when facility planning to better enhance student learning and support the teaching process. Several case studies illustrate classroom computer workstation configurations and how these may help or impede student learning and instructional methodology. Also addressed are the rapidly changing tools of education and the ways for achieving the flexibility today's schools will need to adequately embrace these changes. Enough space must be allocated to allow for a variety of learning environments to be adopted, both large and small, that fit with the curriculum and teaching needs, and be appropriate to the requirements of the students. Without enough space in the school design to help schools be flexible enough to accommodate changes in learning and teaching over time, the useful life of new schools will be shorter than their predecessors of 20 years earlier. | [FULL TEXT]

Ehrhart, Donna J.; Boyd, Charley (1996).  The Written Text and Human Dialogue: Pedagogical Responses to the Age of Hypertext Media. 

In June 1995, New York's Genesee Community College hosted "The Written Text and Human Dialogue," a 4-week faculty development seminar for 30 professors in the humanities and technical disciplines across the United States. The seminar sought to explore the history of human communication and writing, to expand participants' knowledge of writing technology, and to establish bridges between the humanities and technology. At the beginning of the seminar, teams were formed of two faculty members from complementary fields, such as reading and biology, while participants met 5 days a week in morning discussion sessions and afternoon or evening computer lab sessions. In the first week, the history of writing was discussed, particularly the effects of the printing press on communications; in the second, electronic books and electronic pedagogy were reviewed; in the third, participants explored authoring conventions related to hypertext fiction; and in the fourth, discussions were focused on the future directions of hypertext. Participants explored the most current writing technologies, such as electronic mail, and learned how to create their own World Wide Web pages using Storyspace. In an on-site evaluation of the program, participants expressed satisfaction with seminar speakers and facilities and felt that the seminar would improve their teaching, while concerns were expressed regarding the number of computers available and the pairing of faculty in teams. | [FULL TEXT]

Ehrlich, Thomas (1998).  Reinventing John Dewey's "Pedagogy as a University Discipline."  Elementary School Journal, 98, 5. 

Discusses progress on three fronts in promoting pedagogy as a university discipline: (1) pedagogies of engagement such as community-service learning; (2) assessment of student learning; and (3) preparation of teachers for undergraduate teaching. Maintains that linking these is necessary to enhance undergraduate education; such a linkage would be inevitable if pedagogy were a university discipline as Dewey proposed.

Eichhorn, Jill; And Others (1992).  A Symposium on Feminist Experiences in the Composition Classroom.  College Composition and Communication, 43, 3. 

Presents six essays (resulting from a feminist pedagogy research group to pursue the relationship between feminism and composition teaching) which offer individual teaching narratives from the first-year composition classroom. Focuses on two key problematics: difference and authority.

Eiferman, Sharon (1993).  Prejudice, Pedagogy, and the Play: A Study of "The Merchant of Venice." 

There is little critical agreement on the meaning of Shakespeare's "The Merchant of Venice." One must confront the mindset of the play that systematically dehumanizes, stereotypes, excoriates, and seeks the extermination of one group on the grounds that their existence is repugnant to the controlling majority. Such a mindset is the philosophical and motivational basis for genocide. Most critics have taken little notice of either the prejudicial mindset or Shakespeare's dissent. Does ignoring the primary issue of the play suggests subtle support for the view that does not countenance the outsider? The challenge both for teachers and students of the play is to strive to come to a better understanding of who they are, insider and outsider. It has been suggested that "The Merchant of Venice" and its author are anti-Semitic. The challenge of the reader is to see all of the anti-Jewish epithets in the play from both Elizabethan and contemporary perspectives. In the play's trial scene, the reader faces perhaps the most dangerous caricature of all. There appears to be a conflict between justice, represented by Shylock, and mercy, represented by the Christians. In reality, it is not at all clear who is the victim and who is the victimizer. Those who teach the play must insist that students explore society's intolerance of the individual. If an instructor feels willing and able to tackle the philosophical complexity of the play, education on many levels is a real possibility. At that point, prejudice can be challenged and perhaps even overcome. | [FULL TEXT]

Eisenberg, Anne F. (1997).  Education and the Marketplace: Conflicting Arenas? Response to "A Postmodern Explanation of Student Consumerism in Higher Education."  Teaching Sociology, 25, 4. 

Considers assumptions made in by Delucchi (Michael) and Smith (William L.) (1997) in their postmodern explanation of student consumerism. Suggests, instead, that problems encountered in college classrooms are more likely the result of two interacting social forces: (1) educators' changing pedagogy; and (2) shifting classroom dynamics. Discusses implications of this understanding for changing classroom dynamics.

Eiserman, William D. (1991).  Democratizing Soviet Elementary Schools through the Use of an American Curriculum: A Qualitative Evaluation. 

Positive Action, an American curriculum intended to facilitate teachers' use of positive affective and democratic elements in educational practices, was used in two Moscow schools over a 1.5 year period. A review of problems associated with the "deindividualization" of past Soviet educational practices points out the need for programs such as Positive Action that would help students and teachers improve their self-concepts. Next, Soviet/American collaboration during program implementation and the study methodology are discussed. Formative findings are explored in eight areas: (1) whether the Positive Action materials were used and how they were used; (2) the influence of the presence of the American developer; (3) translation problems; (4) realistic expectations; (5) concurrent program development and implementation; (6) concerns about the materials; (7) bridging and generalizing concepts; and (8) cross-cultural issues. Summative findings are divided into four categories: teachers' self-reports of their behavioral changes; reports of effects on children; school climate changes; and perceptions of the program's relevance to the sociopolitical context. The paper includes several direct quotes from students and teachers. Study implications are discussed, with emphasis on the need for more collaborative evaluations. (13 references)

Ekanayake, S. B. (1990).  Rural Pedagogy: A Grassroots Approach to Rural Development.  Prospects, 20, 1. 

Delineates the need to make rural education more relevant to rural students in developing nations, stressing limitations in traditional Western approaches. Advocates rural pedagogy that encourages lifelong learning and develops community resources. Provides a case study of a rural pedagogy program in Sri Lanka.

Ekbatani, Glayol; Pierson, Herbert D. (1998).  Engaging ESL Faculty in Self-Assessment. 

This paper discusses how self assessment can be used to promote faculty awareness about the effectiveness of their instructional methods and materials in a non-threatening, positive atmosphere, and thereby, promote team-building. Through the vehicle of self-evaluation, facilitated by a self-assessment questionnaire on which faculty rate their ideal and actual self correlated to 36 different aspects of pedagogy, the faculty in one English-as-a-Second-Language (ESL) department are enhancing their individual instructional methods and developing a sense of community and collegiality. The entire faculty has benefited by developing, administering, analyzing, and discussing the results of the self assessment questionnaire. The process has revealed something about teaching to all of the faculty and nurtured a sense of community and the desire to improve overall instruction. Nine references, two tables, and an appendix consisting of a five-page pilot self-assessment questionnaire (containing 36 five-point scale questions) are included. | [FULL TEXT]

Eldred, Janet M. (1991).  Pedagogy in the Computer-Networked Classroom (Computers and Pedagogy).  Computers and Composition, 8, 2. 

Argues that, with careful planning, computer networking can work in the writing classroom by stressing composition as a social collaborative act. Suggests that classroom networking planners must attend to (1) choice of technology; (2) ease of use; (3) participation; and (4) audience awareness.

Elenes, C. Alejandra (1997).  Reclaiming the Borderlands: Chicana/o Identity, Difference, and Critical Pedagogy.  Educational Theory, 47, 3. 

Argues that "Borderlands" discourse has served, and continues to serve, as a theoretical framework to advance educational theory by accounting for multiple subjectivity and difference. Provides historical background of Chicana/o Studies and its contribution to Borderlands theories. Analyzes critical pedagogy in relation to Borderlands and elaborates on how Borderlands can be incorporated into educational discourse and pedagogical practices.

Elijah, Rosebud (1996).  Professional Lives; Institutional Contexts: Coherence and Contradictions.  Teacher Education Quarterly, 23, 3. 

Examines the central place of pedagogy in teacher educators' lives, discussing resulting contradictions and coherence as they struggle with current institutional contexts. A life- history narrative of a tenure track teacher educator emphasizes the importance of pedagogy. Implications for teacher educators, institutional contexts, and the profession are examined.

Elliot, Norbert; Zelhart, Paul (1990).  Hermeneutics and the Teaching of Technical Writing.  Technical Writing Teacher, 17, 2. 

Explores the benefits of a hermeneutic orientation to technical writing instruction. Examines the historical and philosophical sources that have influenced technical writing pedagogy, and describes the usefulness of hermeneutic inquiry and its potential for technical writing teachers.

Elliott, Rebekah; Borko, Hilda (1999).  Hands-On Pedagogy Versus Hands-Off Accountability: Tensions Between Competing Commitments for Exemplary Math Teachers in Kentucky.  Phi Delta Kappan, 80, 5. 

Describes experiences of two elementary math teachers, whose dynamic, hands-on teaching techniques were at odds with components of the Kentucky Instructional Results Information System (KIRIS). Despite these teachers' successful efforts, the new Commonwealth Accountability and Testing System (CATS) replacing KIRIS will not contain portfolios. (12 references)

Ellis, Rod (1997).  SLA and Language Pedagogy. An Educational Perspective.  Studies in Second Language Acquisition, 19, 1. 

Argues that an educational perspective is required for examining how second language acquisition (SLA) can contribute to language pedagogy (LP). Different models of application are considered, reflecting different ways of viewing teaching. It is suggested that SLA constitutes a source of "provisional specifications" that practitioners can evaluate in their own contexts of action. (125 references)

Ellis, Rod (1997).  SLA Research and Language Teaching. 

This book discusses how second language acquisition (SLA) research can illuminate language pedagogy, and suggests four main roles for the SLA researcher: developing relevant theories; conducting classroom research; making research accessible to teachers; and facilitating action research. The first chapter outlines a number of different perspectives on this issue, and subsequent chapters address the various perspectives. Topics include these: the nature of grammar teaching and learning; options in grammar teaching; how instructed language learners acquire the kind of linguistic and pragmatic knowledge needed to produce correct and appropriate second-language sentences; the structural syllabus and second language acquisition; acquisition-compatible grammar tasks; the relationship between opportunities for production in a classroom setting and the development of requests; the teacher as researcher; use of focused communication tasks; and micro-evaluation of task completion. A concluding chapter discusses difficulties in applying research-based knowledge in the classroom.

Ellsworth, Elizabeth (1997).  Teaching Positions: Difference, Pedagogy, and the Power of Address. 

This collection of essays takes the question of pedagogy into a variety of places, including film studies, psychoanalytic literature criticism, dialog, and readings of educational documentary films and web sites. Part 1, "Teaching as a Scene of Address," includes chapters 1-6. The chapters introduce the concept of mode of address and where it comes from in media studies, use mode of address to rethink pedagogy, and discuss the notion that teaching is impossible if an exact fit between message and understanding, conscious and unconscious, curriculum and interpretation is impossible. They also use mode of address to destabilize the assumptions underlying communicative dialog, explore the possibilities and promise of a student-teacher relation that is different from communicative dialog (analytic dialog), and offer a concrete example of a pedagogy based on analytic dialog. Part 2, "Teaching through Paradoxical Modes of Address," includes chapters 7-11. These chapters demonstrate that the paradoxes of teaching do not have to leave teachers in political paralysis, moral and ethical relativism, or personal despair. The chapters present five paradoxes: teaching as the taking of action without a positive reference; the paradox of power and authority in teaching; teaching as a performance suspended in the space between self and other; teaching as performance suspended in time (interactive pedagogy in new media); and pedagogy as a performance suspended in thought (the power of a magical realist address in academic writing).

Elvemo, Johan; Greenwood, Davydd; Martin, Ann; Matthews, Lisa; Streubel, Aleeza; Thomas, Laurine; Whyte, William Foote (1997).  Participation, Action, and Research in the Classroom.  Studies in Continuing Education, 19, 1. 

Includes sections written by seminar participants: "Prologue,""Participatory Action Research (PAR)--What Is It?" and "Overall Narrative" (Greenwood); "Gender and Issues of Power" (Matthews, Strubel); "Issues in PAR Pedagogy" (Greenwood); "Participatory Evaluation" (Thomas); "Confronting: The Study of PAR" (Martin); "International Comparisons" (Elvemo); "The Evaluations" (Martin); and "Reflections on Participation, Action, and Research in the Classroom"

Emberley, Peter C.; Newell, Waller R. (1994).  Bankrupt Education. The Decline of Liberal Education in Canada. 

This book argues that the Canadian public higher education system should return to the principles of a classical tradition of liberal education, abandoning the experimentation in school curricula and teaching methods of the last three decades. Taking as its point of departure the Ontario government's initiatives concerning destreaming and the "transition years," the book discusses the principles involved in the new curriculum, and discusses the Smith Report (which decried the emphasis on research over teaching at most Canadian universities) and the economic and political pressures, put on the universities, a condition which undermines their educational goals. The incongruity between the new education and the requirements of citizenship in a liberal democracy is the dominant theme of the discussion. Positive aspects of the new pedagogy are considered, but the need for a clear vision of the intellectual and moral purposes of education is described. The aim of the book is to retrieve what is of enduring worth in the Canadian political foundation and its public school system, and to explain why this core is worth defending. Traditional liberal education properly understood is considered democratic in the best sense, contributing to a society which is not deeply divided by race, class and gender. (Individual chapters contain reference notes.)

Emme, Michael J., Ed.; And Others (1994).  Journal of Social Theory in Art Education, 1994. 

Articles in this journal examine the way art and art education affect the individual and the formation of culture. This volume includes: (1) "The Deep Creek School: Technology, Ecology and the Body as Pedagogical Alternatives in Art Education" (Daniel L. Collins; Charles R. Garoian); (2) "The Green Quilt: An Example of Collective Eco-Action in Art Education" (Doug Blandy; Kristin G. Congdon; Laurie Hicks; Elizabeth Hoffman; and Don Krug); (3) "An Editor's Note: Critical Theory, Art and Education" (Michael J. Emme); (4) "The Gallery" (David Amdur; Robert Bersson; Gene Cooper; Drent Howenstein; Laurie Lundquist; Meryl Meisler; Juanita Miller; Gretchen Riemer; Kai Staats); (5) "Valuing Difference: Luce Irigaray and Feminist Pedagogy" (Yvonne Gaudelius); (6) "Behind, the Road is Blocked: Art Education and Nostalgia" (Paul Duncum); (7) "The Committee on Public Information and the Mobilization of Public Opinion in the United States During World War I: The Effects on Education and Artists" (Clayton Funk); (8) "Art, Education, Work, and Leisure: Tangles in the Lifelong Learning Network" (Lara M. Lackey); (9) "'Truth' That Sells: Broadcast News Media in Video Art and Art Education" (Mary Wyrick). Book reviews look at works by authors: Terry Barrett (1994), "Criticizing Art: Understanding the Contemporary" (John H. White, Jr.); Leslie Weisman (1992), "Discrimination by Design: A Feminist Critique of the Man-Made Environment" (Joanne K. Guilfoil); and Robert Hughes (1993), "Culture of Complaint: The Fraying of America" (Patricia Amburgy).

Emmel, Barbara A. (1994).  Toward a Pedagogy of the Enthymeme: The Roles of Dialogue, Intention, and Function in Shaping Argument.  Rhetoric Review, 13, 1. 

Examines the practical questions of how the enthymematic approach can be used in the classroom to help students become conscious of and more skilled in the process and shape of inquiry. Focuses on two processes that are at the heart of enthymematic inquiry: the process of discovery and shaping claims, and the process of discovering relationships between claims.

_____. (1998).  Employer Roles in Linking School and Work: Lessons from Four Urban Communities. 

To identify ways employers can strengthen the link between school and work, case studies of efforts to link school to work were conducted in four urban communities: Boston, Massachusetts; Fort Worth, Texas; Louisville/Jefferson County, Kentucky; and Philadelphia, Pennsylvania. Data were gathered from interviews with educators, members of the business community, and representatives of bodies devoted to linking school to work (for example, private industry councils, work force development councils, and school-to-work partnerships). All four communities showed evidence of the following: defining and implementing rigorous academic standards; embedding academic curricula in real-world contexts; introducing applied, hands-on pedagogy; and extending learning beyond the classroom through field-based investigations, teacher externships, community service, school-based enterprises, and work-based learning. It was concluded that employers can provide leadership in school reform by combining consistent support for district and school improvement with organized pressure to sustain and accelerate measurable progress and that employer improvement is particularly critical to strategies for reforming comprehensive high schools. The following challenges facing communities wishing to foster school-to-career programs were identified: moving from small pilots to significant scale; demonstrating improved student and school outcomes; building and sustaining support; and integrating school-to-career practices into a coordinated high school reform agenda. | [FULL TEXT]

Enerson, Diane M.; And Others (1996).  Creating a Community of Teachers: The Penn State Course in College Teaching. 

In the early 1990s, Pennsylvania State University's IDP (Instructional Development Program) Center for Excellence in Learning and Teaching provided separate programs for training teaching assistants (TAs) and faculty development. Neither program appeared to meet the needs of its intended audience. In the fll of 1992, the Center began offering the "Penn State Course in College Teaching" to all faculty, TAs, and instructors. The program has evolved into a highly successful noncredit course that meets once a week to explore issues of pedagogy, share teaching experiences, and discuss some of the current literature on teaching. The goal of the course is not to teach how to teach, but rather to develop the analytical and problem-solving skills that would enable continued growth and development. The course combines elements of a teaching practicum with those of a seminar on pedagogy. Course materials include weekly session guides, assignment sheets and two texts. Each week the course focuses on one of the basic processes of teaching; the assignments are designed to promote self-reflection and practical application. Feedback from both new instructors and experienced faculty indicate the success of the program in encouraging teachers to bring their scholarly abilities to their roles as teachers. | [FULL TEXT]

_____. (1991).  English Language Arts: Senior 1 Guidelines (Interim). "Answering the Challenge" Implementation. Currriculum Support Series. 

This curriculum guide for senior English language arts instruction in Manitoba, Canada, is intended to suggest to teachers and administrators how Senior 1 English Language Arts instruction can be delivered within the framework of new program delivery models presented in "Answering the Challenge: Strategies for Success in Manitoba Schools (1990)." The guide is in three main sections: (1) Curriculum; (2) Time Allotments; and (3) Differentiation (including an overview, a differentiated sample sequence, and sections on differentiating goals and objectives, materials, pedagogy, and evaluation). A bibliography containing works cited, suggested reading, and a feedback form concludes the guide.

English, Fenwick W. (1994).  Biography as a Focus for Teaching Leadership. 

Despite a long history in the arts and humanities as curricular mainstays and a continuing presence as sociocultural mythological anchors, biographies and other forms of life writing have been neglected as sources for teaching educational leadership. Besides biographies, these include autobiographies, portraits, profiles, case studies, memoirs, diaries, and journals. This paper examines the reasons for their under-utilization and discusses emerging perspectives that foster a reexamination of the efficacy of life-writing materials as teaching tools for professors. It also comments on some of the exemplars of life writing and discusses the advantages to be gained from an expanded application in educational leadership curricula and pedagogy. For example, biography teaches context and helps establish and define the meaning (hermeneutics) of leadership; restores the human variable to the study of organizations; and is an excellent way to teach about moral leadership. Generally accepted criteria for selecting and critiquing biographies and other forms of life writing are also presented. These criteria include: (1) the angle of vision; (2) subjectivity or detachment; (3) the selection of materials and its impact on conclusions; (4) the use of background and historical context; (5) the use of grounded and traceable analysis to explain motive and cause; (6) the means used to portray the internal life; and (7) the application of appropriate methods in reconstruction as well as style (comprehensive, open, logical, inclusive, non-reductionistic, and non-polemical). Two figures are included.

English, Fenwick W.; Hill, John C. (1994).  Total Quality Education: Transforming Schools into Learning Places. 

To design a school where all children succeed means creating a place that puts learning, rather than competition, at the heart of the process. This book does not propose Total Quality Management (TQM) as the cure for improving performance of U.S. schools, but rather argues that schools as a place and name should be replaced with the term "learning places." The book gives clear-cut illustrations of how the new learning place should look from the perspectives of curriculum, classroom environments, teaching, and architecture. In addition, the term "Total Quality Education" (TQE) should replace TQM. Chapter 1 discusses the nature of TQE and chapter 2 describes the shift from school to learning place in terms of philosophy, psychology, pedagogy, psychometrics, and curriculum. The third chapter presents the learning model for the learning place, which addresses the domains of self-readiness, competence, and inquiry. Curriculum models that are based on arena and nonlinear planning are described in the fourth chapter. Chapter 5 presents an evaluation approach that rejects the false science approach of education, which asserts that it is possible to relate learning outcomes to inputs and processes. Each chapter concludes with a list of key terms and concepts. Four tables are included.

Enos, Theresa, Ed. (1993).  Learning from the Histories of Rhetoric: Essays in Honor of Winifred Bryan Horner. 

This collection of 11 essays honors Winifred Bryan Horner for her sustained effort to establish that the special nature of rhetoric and composition leads teachers to theorize practice and to apply theory in their own classrooms. The collection urges those in the field to learn from histories of rhetoric in order to draw rhetoric and composition together and to understand theory and practice as Aristotle conceptualized it. The collection contains the following essays: "'A Brand New World': Using Our Professional and Personal Histories of Rhetoric" (Theresa Enos); "Using the History of Rhetoric" (Richard Lloyd-Jones); "Reinventing Rhetorical Traditions" (Thomas P. Miller); "A Model for Our Time: Fred Newton Scott's Rhetoric Program at Michigan" (Donald C. Stewart); "A History of Writing Program Administration" (Edward P. J. Corbett); "Sapphic Pedagogy: Searching for Women's Difference In History and in the Classroom" (Susan C. Jarratt); "Some Techniques of Teaching Rhetorical Poetics in the Schools of Medieval Europe" (Marjorie Curry Woods); "Dialectics and Rhetoric in Ranaissance Pedagogy" (Jean Dietz Moss); "Dialectic/Rhetoric/Writing" (Kathleen E. Welch); "Classical Rhetoric and Group Writing: A Warranted Relationship" (Richard Leo Enos); and "Conversation versus Declamation as Models of Written Discourse" (S. Michael Halloran). A bibliography of 22 books, monographs, articles, and chapters about Winifred Bryan Horner is attached.

Ensminger, E. Eugene; Dangel, Harry L. (1992).  The Foxfire Pedagogy: A Confluence of Best Practices for Special Education.  Focus on Exceptional Children, 24, 7. 

This paper describes present learning environments for students with mild disabilities, especially instructional practices that thwart student motivation for learning. The Foxfire experiential approach to learning is then outlined, through discussion of 11 core practices that promote student involvement in instructional decision making and the steps required to implement this approach.

_____. (1993).  Environmental Education: Compendium for Integrated Waste Management. 

This compendium is a tool for bringing waste management education into classrooms. Curriculum materials gathered from across the country were reviewed by California's top environmental educators, both for correlation with the state's educational frameworks and for accuracy and completeness of waste management information. Materials that cover household hazardous wastes, recycling, and solid wastes were evaluated for appropriateness at four grade levels: K-3, 4-6, 7-9, and 10-12. Curricula are arranged in each grade level by rating. Both descriptive and evaluative information is included about each of the 44 materials that scored at or above the required B- level. Two sample pages are featured from each selected curriculum. Each evaluation includes a description of the curriculum, ordering information, a "report card," and comments from evaluators regarding the content and other areas evaluated. A key to the evaluation and the evaluation tool are presented. Significant findings are summarized in the areas of trends, content, grade level coverage, pedagogy, multilingual materials, and teacher usability. Appendices provide a description of the California Department of Education's Environmental Education Curriculum and Compendium Project (of which this is one component), conceptual matrices for environmental education, unifying concepts of environmental education, a conceptual matrix for integrated waste management, conceptual matrix framework correlations, the evaluation tool, and a listing of other curricula evaluated. | [FULL TEXT]

Epp, Juanita Ross, Ed.; Watkinson, Ailsa M., Ed. (1997).  Systemic Violence in Education: Promise Broken. SUNY Series, Education and Culture: Critical Factors in the Formation of Character and Community in American Life. 

This collection illuminates some of the issues surrounding systemic violence in education, exposing the structures and processes of the schools and examining the effects of these structures on students. Part 1 concerns systemic violence in administrative practice; and Part 2 discusses systemic violence in pedagogical practice. Part 3 of the collection focuses on the effects of systemic violence on teachers; and Part 4 suggests changes to combat systemic violence. The following papers are included: (1) "Administrative Complicity and Systemic Violence in Education" (Ailsa M. Watkinson); (2) "Authority, Pedagogy, and Violence" (Juanita Ross Epp); (3) "Who Knows? Who Cares? Schools and Coordinated Action on Child Abuse" (Rosonna Tite); (4) "Opening Spaces: Examining the Blocks" (Pam Whitty); (5) "Video Games: Playing on a Violent Playground" (Linda Watson-Ellam); (6) "Discourses and Silencing in Classroom Space" (Mutindi Ndunda); (7) "Lethal Labels: Miseducative Discourse about Educative Experiences" (Sandra Monteath and Karyn Cooper) and "The Other Side of Labeling" (Linda Rossler); (8) "The Family Romance and the Student-Centered Classroom" (Lisa Jadwin); (9) "Disrupting the Code of Silence: Investigating Elementary Students Sexually Harassing Their Teachers" (Elizabeth Richards); (10) "Learning from the Learning Place: Case Studies of Harassment in a Post-Secondary Institution" (Catharine E. Warren); (11) "Systemic Violence: Linking Women's Stories, Education, and Abuse" (Laura Ho, Kathie Webb, and Anne Hughson); (12) "Personal Reconstruction: When Systemic Violence Stops" (Myrna Yuzicapi); and (13) "Addressing Systemic Violence in Education" (Ailsa M. Watkinson and Juanita Ross Epp). Each chapter contains references.

Erb, Tom (1999).  Tucker Misses the Mark on Middle Schools. The Editor Reflects.  Middle School Journal, 30, 5. 

Responds to M. S. Tucker and J. B. Codding's criticism of the middle school concept in their 1999 article "Education and the Demands of Democracy in the Next Millennium." Notes that the authors apparently approve of middle school reform but over-generalize the term "middle school" to mean a building rather than a curriculum or pedagogy.

Erdmann, Edward (1993).  Imitation Pedagogy and Ethical Indoctrination.  Rhetoric Society Quarterly, 23, 1. 

Examines the claim of 16th-century English humanist educators that they prepared their students for civic life by providing not only technical training in language use but ethical and moral training for negotiating basic life situations. Attempts to determine what might have been the role of imitation exercises informing students' ethical character.

Ernest, Paul (1993).  The Philosophy of Mathematics Education. Studies in Mathematics Education Series: 1. 

This book discusses both the philosophy of mathematics and of mathematics education. The first part is a critique of existing approaches and a new philosophy of mathematics. Chapters include: (1) "A Critique of Absolutist Philosophies of Mathematics," (2) "The Philosophy of Mathematics Reconceptualized," (3) "Social Constructivism as a Philosophy of Mathematics," (4) "Social Constructivism and Subjective Knowledge," and (5) "The Parallels of Social Constructivism." The second part of the book explores the philosophy of mathematics education and shows that many aspects of mathematics education rest on underlying, usually implicit, philosophical assumptions. Making these assumptions explicit puts a critical tool into the hands of teachers and researchers. Chapters in this section are: (6) "Aims and Ideologies of Mathematics Education," (7) "Groups with Utilitarian Ideologies," (8) "Groups with Purist Ideologies," (9) "The Social Change Ideology of the Public Educators," (10) "Critical Review of Cockcroft and the National Curriculum," (11) "Hierarchy in Mathematics, Learning, Ability and Society," (12) "Mathematics, Values and Equal Opportunities," and (13) "Investigation, Problem Solving and Pedagogy." Each chapter contains notes. | [FULL TEXT]

Ernst, Gisela; And Others (1993).  Mirrors of Difference: Critical Perspectives of Bilingual/ESL and Mainstream Teachers on Pedagogy, Language, and Culture. 

A study reexamined the role of the classroom teacher in mediating the educational needs and goals of the changing population and explored the role of teacher education programs in providing contexts for the preparation of culturally "relevant teachers." Subjects were 64 mainstream and bilingual/ESL teachers enrolled in 2 multicultural education graduate-level courses at a major state university. Data included analysis of audio and videotapes, interviews, dialogue journals, autobiographies, and other written materials. One characteristic common to both courses involved having a minority instructor working with predominantly majority teachers who in turn were working with minority students in public schools. Preliminary results indicated four important dimensions that characterize the lives and teaching of culturally relevant teachers: (1) the power of life experiences; (2) awareness of their own cultural identity; (3) teachers as learners; and (4) commitment and responsibility for minority students. Findings suggest that the teachers taking such multicultural education courses reflect common attitudes held by the larger society and that many are confrontational and reluctant to take risks. Teacher educators need to acknowledge teachers' and prospective teachers' belief systems, cultural ideologies, and experiences to create a context in which traditional assumptions can be challenged and alternative views explored. (Syllabi for a research in multicultural education course and a multicultural education in a global society course are attached.)

Escobar, Miguel; And Others (1994).  Paulo Freire on Higher Education: A Dialogue at the National University of Mexico. SUNY Series, Teacher Empowerment and School Reform. 

This volume presents a dialogue in 1984 between internationally recognized philosopher/educator, Paulo Freire, and Miguel Escobar, Alfredo L. Fernandez, and Gilberto Guevara-Niebla, educators at the National University of Mexico, on educational emancipation and the role of higher education. The dialogues address the relationships between education and power, higher education curriculum and social reality, and the role of intellectuals and universities. Section 1 is on education and power and addresses power and social change, Freire's pedagogism, education and social reproduction, transformation and institutional space, educative manipulation, democracy and knowledge, power and popular movements, revolutionary education, pedagogy of transition, cultural organizers, conservative use of Freire's thought, revolution, liberating education, popular culture and alienation, educational nihilism, educational distortion, and loving revolution. Section 2, on curriculum and social reality, looks at symbols of power, revolutionary formation and practice, Freirian epistemology and curricular technicism, technical and scientific education, teaching and formation, democratization of higher education, and educational criticism. Section 3 focuses on the role of intellectuals and covers politics and academic policies, academic policy and global politics, political pluralism, academic policy and historical conditions of social structure, risk and creativity, ideological tolerance, Nicaraguan Revolution, and intellectuals as prisoners of the Cartesian discourse.

Estrela, Maria Teresa (1999).  Reflective Practice and Conscientisation.  Pedagogy. 

In discussing reflective practice and conscientisation, the paper examines: the adequacy of the expressions "teacher" and "reflective practitioner"; power relationships established by implementing a reflective education; the reflective action as a technique or as an element of a training education theory; and the way that conscientisation can give a new sense to the development of reflective teaching.

Estrin, Elise Trumbull (1993).  Alternative Assessment: Issues in Language, Culture, and Equity. Knowledge Brief Number 11.

Evans, Huw C. (1994).  A Pedagogy of Quality and a New Paradigm for Teaching.  Journal of Education for Teaching, 20, 3. 

A psychopedagogical approach to teaching and learning can critically affect teachers' work. The paper discusses elements that influence realization of such potential, examining "Quality Teaching: A Sample of Cases" and noting concerns about its attempt to link psychopedagogy and quality. The need for a new metaphysics of quality is discussed.

Evans, Roy (1995).  Culture and Curriculum: Tensions and Dilemmas for Early Childhood Specialists in England and Wales. 

This paper explores the discourse on nursery education in Great Britain. The provision of nursery education in the 1990s is in a vulnerable position, due to the changing nature of the family in society and to the lack of strong justification for its existence in the face of government intervention. A schism exists concerning the need for development and implementation of a comprehensive, coherent policy concerning preschool education. A major tension exists concerning the aims and purposes of provision for young children outside their homes. Program quality is a key concern. The criteria by which quality is measured are determined by the Office for Standards in Education (OFSTED) and applied cyclically to schools through a planned program of inspections. This paper is divided into the following sections: (1) "The Impact of Political Interest on Early Childhood Provision," detailing the history of political conflict over the issue of nursery education provision; (2) "Nursery Education: Beyond the '90s"; (3) "Conflicts within the Current Discourse," uncovering the fact that the key question concerning the pedagogy of nursery education and what is appropriate curriculum is still under debate; (4) "The Cultural Weaknesses of Early Childhood Practice in Britain"; (5) "The Early Years Curriculum"; (6) "OFSTED Inspections of Early Years Provision: Anatomy of an OFSTED Inspection"; (7) "A Framework for Reporting on the Educational Value of Early Provision" (8) "OFSTED Inspection Reports and the Early Years: A Preliminary Analysis"; (9) "Curricular Provision"; (10)"Quality of Teaching and Learning"; (11) "The Emergent Model"; and (12) "The Future," including a discussion of how the notion of "play" has been misunderstood. Contains 56 references. | [FULL TEXT]

Evans, Roy (1999).  Learning Difficulties and Nutrition: Pills or Pedagogy?  Early Child Development and Care, 158. 

Examines the efforts to find effective ameliorative measures for literacy difficulties such as dyslexia and dyspraxia, focusing on noneducational techniques found in holistic medicine, complementary therapies, and nutritional supplements. Maintains that dyslexia has become big business for drug companies and that the appropriate research regarding the effects of nutritional supplements has not been done.

Everhart, Brett; Turner, Ed (1995).  Computer Feedback for Improved Teacher Training.  Journal of Physical Education. 

Preservice and inservice physical education teachers need feedback to improve their instruction and learning. At some universities, they can work in pedagogy labs, combining computer-based and observational feedback to improve their academic learning time (for example, analyzing their own videotaped performance within the pedagogy labs).

Ewald, Jennifer; Crookes, Graham (1999).  Comments on Graham Crookes and Al Lehner's "Aspects of Process in an ESL Critical Pedagogy Teacher Education Course. A Plea for Published Reports on the Application of a Critical Pedagogy to "Language Study Proper" [and] An Author Responds.  TESOL Quarterly, 33, 2. 

Comments on an earlier article on a critical pedagogical orientation to a teacher-education classroom and raises several concerns. Crookes responds to these comments.