Pedagogy | H

Haag, Vincent (1997).  A Situational Pedagogy for Elementary Mathematics.  Humanistic Mathematics Network Journal. 

Presents examples taken from an existing K-9 program to show how children of various ages can be engaged in intellectual experiences, some of which might not seem to be mathematical by traditional standards.

Haberman, Martin (1991).  The Pedagogy of Poverty versus Good Teaching.  Phi Delta Kappan, 73, 4. 

Urban education reformers are now abandoning basic skills instruction and emphasizing critical thinking, problem solving, and creativity. An autocratic "pedagogy of poverty" undermines reform efforts by forcing compliance without involving students in learning and self-discipline. Good teaching is happening whenever students are actively involved with planning their assignments and reflecting on life experiences. (three references)

_____. (1991).  Hacia Una Pedagogia de Solucion de Problemas en La Educacion Ambiental. Serie Educacion Ambiental 15 (Pedagogy of Solutions and Problems in Environmental Education. Environmental Education Series 15. 

This document discusses the teaching of problem solving in environmental education. From an interdisciplinary viewpoint, this study describes some strategies for teaching that can favor the practice of educational activities oriented toward solving the concrete problems of the surrounding environment. The volume is divided into seven chapters. The first, "Grupo de Discusion," describes the use of discussion groups as a means of teaching environmental education. The second chapter, "Interpretacion Ambiental Guida" is about a guided environmental viewpoint. The third chapter "clarificacion de valores" is on the clarification of values. Chapter 4 "Juegos y Simulaciones" deals with the use of games and simulations as a teaching method. "Taller de Demostracion Experimental" is the title of the fifth chapter. It discusses a workshop for experimental demonstration. The sixth chapter, "Proyecto de Accion Operativa," describes the planning of actions in a series of steps. The final chapter, "Investigatcion-Accion" discusses research. | [FULL TEXT]

Haefner, Joel (1992).  Democracy, Pedagogy, and the Personal Essay.  College English, 54, 2. 

Addresses the question of whether the personal essay is "democratic." Suggests three ways in which the personal essay can be integrated into a collaborative writing pedagogy.

Haefner, Joel (1992).  A Dialogic Approach to the Composing Process: Table Talk and the Romantic Essay. 

Many compositionists correctly charge Romanticism with conveying the iconography of the solitary writer and with embedding that image in modern ideology. There can be little doubt that numerous Romantic texts continue to exalt and signify the concept of the lonely genius and the self-contained text. Romantic masterpieces have contributed to the internalization of the epistemology of the male Romantic poets and its continuing dominance. The notion of the lonely artist is indeed a product of a specific cultural moment, and that historical reality, the Romantic era in England, supports a collaborative approach to writing and knowing that has been buried for decades. The key to that social sphere was conversation, or table talk. Modern compositionists were not the first to valorize conversation as an epistemological and psychological faculty. A few examples of how conversation and collaboration worked in the production of specific texts can be determined, including the relationship of Mary Wollstonecraft and Mary Hays, as well as some of William Hazlitt's comments. The famous dinner parties of the "London Magazine" writers were also a fertile environment of collaborative thinking, influencing, for example, Charles Lamb. Lamb frequently wrote drafts of his essays in letters to friends. Ironically, the ideology of the Romantic personal essay, entrenched in current composition pedagogy, was championed by writers like Hazlitt and Lamb who produced their texts largely through conversation and collaboration. (Seventeen references are attached.)

Haefner, Joel (1992).  Fictions of the Writer: A Critical Articulation of Collaborative Writing and Literary Studies. 

In recent years the High Romantic concept of the solitary author has been intensely challenged. Compositionists and various theorists have deconstructed the concept of isolated authorship and critiqued the Romantic notion of individual genius. Meanwhile, the reconstruction of the female literary tradition introduced the question of gender and uncovered an alternative model for the writer based on a sense of the collaborative nature of writing. The recent critical turn in Romantic studies began with Jerome McGann's characterization of Romantic assertions of "eternal truth" as historically relative ideology. In contrast to the more masculine view of authorship, the women of the Romantic period present a vastly different image of the writer and the writing process, an image composed of three important paradigms: the Bluestockings, or a salon of writers; the family circle of writers; and the improvisatrice, which was also figured as Corinne or Sappho. For whatever reasons, the masculine premises of the solitary writer have become embedded in composition pedagogy. In contrast, the female paradigm of the Sappho fiction offers alternative premises and values. It represents a community, is squarely audience-centered, entails improvisation, and places greater weight on process than product. The way that writing instructors fictionalize authorship bears vast pedagogical implications, and because gender ideology structures the way teachers think about composing, they must consider the impact of a given pedagogy on both male and female students. (Thirty references are attached.)

Haffner, Arthur W.; Kress, Michael E. (1997).  The Role of Facilities and Faculty Peer-to-Peer Mentoring in Supporting Faculty's Use of Multimedia/Computer Technologies in Support of Classroom Instruction. 

This paper outlines characteristics of the digital information infrastructure at the College of Staten Island--City University of New York. It describes the college's vision for supporting faculty use of technology; the successful use of faculty peer-to-peer mentoring for expanding the pedagogic use of word processing, e-mail, listservs, home pages, the Internet for curriculum enrichment and research, and electronic materials (text, audio, images) in presentation programs. The paper describes the new Faculty Center for Excellence in Pedagogy and Media Technologies, a facility that provides faculty with access to two media specialist personnel and computer hardware and software, and two teaching laboratories, one for group instruction consisting of a network of 21 personal computers and another that is a 35-station teleconferencing laboratory for bridging learning distances. | [FULL TEXT]

Hagemann, Julie; Wininger, Melvin (1999).  An Ideological Approach to Grammar Pedagogy in English Education Courses.  English Education, 31, 4. 

Presents an ideological model of literacy for teaching grammar. Discusses its connection to guidelines for teacher preparation and language-arts standards. Discusses strategies in language classes to help teachers see language and grammar, along with language and grammar pedagogy, in broader terms. Concludes that English-teaching majors must understand the contexts in which sentence analysis and usage-choice takes place.

Hagopian, Gloria; And Others (1996).  The 2-5 Collaborative In-Class Model: A Restructuring of the Title I Program. 

This paper reports on the results of an initiative taken by Paterson Public Schools (New Jersey), an urban school district with approximately 24,000 students, to restructure its Title I elementary program. The effort involves engaging Title I and regular classroom teachers in a collaborative teaching model as an alternative to the traditional "pull-out" program. Teacher attitudes and perceptions of the impact of the model were studied through focus groups and surveys. The model comprises four major components: (1) management of instruction; (2) cognitive coaching; (3) pedagogy that calls for cooperation and copresentations; and (4) assessment. Focus group interviews were conducted with 14 teachers and surveys were completed by 125 teachers in the first year and 154 in the second year. First year results indicate that teachers with less experience seemed more willing to experiment with the model, and that the more intensive the involvement of the staff in model implementation, the more favorable their perceptions of its goals. Focus group discussions pointed out the importance of teacher training for model implementation. The second year survey results show improved perceptions of the model's effectiveness in all categories evaluated and improved perceptions of the model's impact. | [FULL TEXT]

Hahn, Carole L.; Dilworth, Paulette Patterson; Hughes, Michael (1998).  IEA Civic Education Project Phase I: The United States, Volume I. Review of the Literature. 

This review of literature is the first of four documents prepared for phase I of the Civic Education Study, under the auspices of the International Association for the Evaluation of Educational Achievement (IEA). The more than 20 countries that participated in Phase 1 of the IEA Civic Education Study were asked to review the literature in their particular country with respect to 14 sets of questions. The table of contents includes: (1) "Status of Civic Education"; (2) "Priorities in Civic Education"; (3) "Organization of Civic Education"; (4) "Civic Identity Development"; (5) "Intergroup Relations"; (6) "Criteria for Excellence"; (7) "Conceptions of Citizenship"; (8) "Preparation for Rights and Responsibilities"; (9) "Gender Differences"; (10) "Social Class"; (11) "Teachers Views and Classroom Climate"; (12) "Pedagogy and Classroom Practice"; (13) "Teacher Preparation: Pre-Service and In-Service"; and (14) "School Organization." | [FULL TEXT]

Hake, Barry (1997).  The "Pedagogy of Labour" Revisited: Residential Courses for Young Unemployed Adults in the Netherlands during the Late 1920s and the 1930s.  Studies in the Education of Adults, 29, 2. 

The development of residential programs in the Netherlands was significantly influenced by efforts to relieve young adult unemployment in the 1920s-1930s. Residential education, provided through folk high schools, was incorporated into government strategies to respond to the economic crisis.

Hake, Richard R. (1992).  Socratic Pedagogy in the Introductory Physics Laboratory.  Physics Teacher, 30, 9. 

Describes Socratic Dialogue Inducing (SDI) laboratory methods and procedures developed to increase conceptual understanding in introductory physics laboratories. Gives an example of a typical beginning SDI lab manual section and a representative Socratic dialogue. Describes several examples of laboratory experiments developed for the SDI method.

Hale, Janice E. (1994).  Unbank the Fire. Visions for the Education of African American Children. 

The question of what sorts of measures are required to overcome differences between African American and other students is addressed. It is suggested that none are required, and that African American children will reach their potential when the ashes that historically and presently stunt their development are removed. The author's descriptions of the backgrounds of her own parents provide insight into the factors that contribute to black social advancement. The cultural lessons from her own history in part 1 lead to the discussion of educating African American children in part 2. It is argued that there is a distinct African American culture with a particular world view. The transfer of this culture is interrupted because schools do not support it. Chapter 10 describes a demonstration school in a Cleveland (Ohio) suburb designed to facilitate the intellectual development of African American preschool children. Culturally appropriate pedagogy and issues of African American male development are explored.

Hall, Elizabeth (1996).  Montessori: A Caring Pedagogy.  NAMTA Journal, 21, 3. 

Discusses the characteristics of a caring school environment, as exemplified by the Montessori method. Stresses the importance of observing the needs of the moment for the very young child as well as the role of encouragement as a nurturing function.

Hall, Joan Kelly (1993).  The Role of Oral Practices in the Accomplishment of Our Everyday Lives: The Sociocultural Dimension of Interaction with Implications for the Learning of Another Language.  Applied Linguistics, 14, 2. 

It is argued that the field of second and foreign language learning must begin to incorporate a sociocultural perspective of oral language use into language pedagogy and that the study of oral practices is a valuable way to start. Classroom practices are suggested. (86 references)

Hall, Kathy; Myers, Julia; Bowman, Helen (1999).  Tasks, Texts and Contexts: A Study of Reading and Metacognition in English and Irish Primary Classrooms.  Educational Studies, 25, 3. 

Focuses on reading pedagogy and metacognition in six classrooms in Leeds (England) and six classrooms in Dublin (Ireland). In relation to three interrelated themes (tasks, texts, and contexts), evaluates (1) children's opportunities for developing metacognitive awareness and metacognitive strategies in reading and (2) teachers' thinking and classroom practices.

Halpern, Diane F.; Smothergill, Daniel W.; Allen, Mary; Baker, Suzanne; Baum, Cynthia; Best, Deborah; Ferrari, Joseph; Gersinger, Kurt F.; Gilden, Eugene R.; Hester, Maureen; Keith-Spiegel, Patricia; Kierniesky, Nicholas C.; McGovern, Thomas V.; McKeachie, Wilbert J.; Prokasy, William F.; Szuchman, Lenore T.; Vasta, Ross; Weaver, Kenneth A. (1998).  Scholarship in Psychology: A Paradigm for the Twenty-First Century.  American Psychologist, 53, 12. 

Proposes a five-part definition of scholarship in psychology. Includes original research (creation of knowledge), integration of knowledge (synthesis and reorganization), application of knowledge, the scholarship of pedagogy; and the scholarship of teaching in psychology. Contains 10 references.

Hamer, Lynne (1998).  Caging Wild Birds: Making "Real Boys" into "Real Men" at the Interlaken School, 1907-1918.  Educational Studies: A Journal in the Foundations of Education, 29, 4. 

Interlaken School (Indiana) was an elite boys' preparatory boarding school that combined Hall's definitive theory of adolescence and Spencer's theory of social evolution into both a philosophy and a pedagogy. Interlaken was portrayed as an isolated mythologized community that combined manual with mental development and believed that adolescent development paralleled 19th-century ideas about social evolution. Contains 24 references.

Hamilton, Harold C.; Word, William R. (1993).  Internationalization of the Business Curriculum: A Case Study--University of Montevallo. 

In 1979 the College of Business at the University of Montevallo (Alabama), a small undergraduate institution emphasizing liberal studies and professional programs supported by a broad base of arts and sciences, decided to work toward achieving accreditation by the American Assembly of Collegiate Schools of Business. Curriculum review indicated that course work was lacking in international business concepts. Texts for core courses in marketing, finance, and management included chapters on international aspects, but most professors were not including the chapters in their course syllabi. Efforts were made for these chapters to be covered, but they were generally among the last chapters of the book, and it was later found that most professors were not getting to the material. A course called International Marketing was then made a required business core course in 1982. The need for faculty development was identified, to improve the faculty's confidence and enthusiasm in teaching international business. Eight staff members received 2 weeks of training in developing international courses and pedagogy. Another international course was then added, International Business, which became required in 1991. Three current developments include: (1) consideration of changing the International Business course into an International Economics course; (2) strategic planning, with continued effort in international business; and (3) consideration of a foreign language requirement. | [FULL TEXT]

Hammer, Rhonda; Kellner, Douglas (1999).  Multimedia Pedagogy for the New Millennium.  Journal of Adolescent & Adult Literacy, 42, 7. 

Describes two multimedia and CD-ROM projects: The Shoah Visual History project; and the University of California Los Angeles' interactive educational CD-ROM, "Executive Order 9066: The Incarceration of Japanese Americans During World War II." Argues that these powerful teaching tools help students better understand historical events, involve students in historical research, teach tolerance, and promote antiracist curricula.

Hammerman, James K. (1997).  Leadership in Collaborative Teacher Inquiry Groups. 

The Teaching Facilitator portion of the Mathematics for Tomorrow project seeks to help a small number of teacher-leaders acquire the skills, beliefs, and knowledge they will need to lead their peers in ongoing inquiry and investigation into mathematics teaching practice. This descriptive study examines the experiences, beliefs, and concerns of seven teacher leaders who were involved in the study over a period of two years. Facilitators views about the nature of inquiry and inquiry groups, the role of their own knowledge of mathematics and beliefs about pedagogy, and the tensions between taking on leadership and maintaining collegial relationships with peers represent significant issues for facilitators. This paper addresses both conceptual issues concerning facilitators developing knowledge, roles, identity, and power, and more practical issues of time and other supports needed to make these new roles feasible.   | [FULL TEXT]

Hammerman, James K. (1999).  Towards an Understanding of Development in Transformational Teacher Education. 

Arguing that transformative teacher professional development may require more than a shift in the content of teachers' thinking, this paper examines how the structure of teachers' meaning-making systems might affect their experiences in three mathematics teacher professional development programs. The paper describes the change goals of three teacher professional development programs and their methods for accomplishing those goals. SummerMath for Teachers attempts to support a shift in teachers' paradigms about mathematics and learning by asking them to personally engage with and reflect on mathematics and pedagogy. The Math Case Methods Project supports teachers in re-evaluating and complicating their ideas about mathematics and mathematics teaching through collaborative inquiry into practice via mathematics teaching cases. The Algebra Project seeks to change the expectations of teachers, students, and the broader community about who can learn mathematics through community organizing and introduction of new curricular approaches. This study explores how the change goals and methods of the three courses might be experienced by teachers seeing through the lenses of several developmentally different perspectives posited by the theory of Robert Kegan (1982; 1994). It explains that differences in developmental frames may result in vastly different experiences within the same program. Finally, the paper raises questions about the implications of bringing an adult developmental perspective to bear on both research and teacher education practice. | [FULL TEXT]

Hammond, Jenny; Wickert, Rosie (1993).  Pedagogical Relations between ESL and Adult Literacy--Directions for Research.  Open Letter, 3, 2. 

Addresses salient questions raised by a research project on interrelationships between adult literacy and English as a Second Language. A basic issue discussed is how "pedagogy" itself should be addressed in this context: i.e., how does it relate to curriculum content and how do theory and practice come together in this area?

Hammrich, Penny L. (1997).  Teaching for Excellence in K-8 Science Education: Using Project 2061 Benchmarks for More Effective Science Instruction. 

This paper describes a model for utilizing national science reform initiatives in an elementary science methods course. By focusing particularly on Project 2061 benchmarks, the reform movement initiated by the American Association for the Advancement of Science (AAAS), teacher candidates were able to successfully analyze, integrate, and utilize both "content" and "pedagogy" in the design of lessons and the curriculum. This background provided the teacher candidates with the skills and knowledge to incorporate the benchmarks in the development and implementation of teaching 4th grade science. Teacher candidates were also invited to lead and facilitate an in-service program showing elementary teachers how to incorporate the benchmarks in their science classes. The teacher candidates' reflections revealed support for the use of this model in demonstrating the importance of the benchmarks in promoting scientific literacy for both students and teachers. Contains 33 references. | [FULL TEXT]

Han, ZhaoHong; Selinker, Larry (1999).  Error Resistance: Towards an Empirical Pedagogy.  Language Teaching Research, 3, 3. 

Focuses on the interlanguage of a Thai student learning Norwegian. Suggests that the learner's errors are related to transfer from the first language, but that the error finds justification in the textbook input the student has received. Researchers attempted to "teach out" the error without much success.

Hanke, Robert (1992).  Review [Book Reviews].  Journal of Urban and Cultural Studies, 2, 2. 

These books are, in many ways, companion volumes addressed to educators working on curricular issues and educational reform. Both consider how postmodernism, feminism, and cultural studies contribute to contemporary educational theory and social criticism. The authors make a convincing case for critical "border pedagogy" that examines difference and power.

Hankes, Judith E. (1998).  Native American Pedagogy and Cognitive-Based Mathematics Instruction. Native Americans: Interdisciplinary Perspectives--A Garland Series. 

This study was motivated by the fact that Native Americans have the smallest percentage of secondary and postsecondary students performing at the advanced level in mathematics of all ethnic groups. The study sought to determine whether teaching methods employed in Cognitively Guided Instruction (CGI), an approach that provides teachers with research-based knowledge about primary mathematics in relation to children's thinking, were compatible with the teaching methods of Native American pedagogy. A literature review outlines five instructional methods common across Native American tribes: indirect rather than direct instruction, problem solving based on sense-making, problem solving that is culturally situated and based on the lived experiences of the student, cooperative rather than competitive instruction, and time-generous rather than time-driven problem solving. Determination of whether Native American pedagogy and CGI were compatible was dependent upon one teacher's knowledge of both approaches. After participating in two 30-hour CGI workshops, an Oneida kindergarten teacher implemented the approach in her classroom. After reflecting on how Oneida cultural values influenced her teaching and how her teaching corresponded with Native American methods, this teacher identified the commonalities between Oneida/Native American pedagogy and CGI as she understood them. On a nine-item test, the Oneida kindergartners demonstrated a remarkable mathematical problem-solving ability, indicating that CGI is a culturally compatible way of teaching mathematics to Native American children. Appendices present CGI problem types and solution strategies, research documents, analysis of Oneida cultural values, and analysis of teacher interviews and children's solution strategies.

Hankes, Judith Elaine (1996).  Investigating the Correspondence between Native American Pedagogy and Constructivist Based Instruction. 

This paper reviews studies detailing formal and nonformal instruction of Native American children by Native American teachers and compares attributes common to traditional Native education with principles of the constructivist approach to instruction. Five pedagogic principles are considered: (1) teacher as facilitator, guiding rather than telling; (2) focus on learner-developed understanding; (3) problem-based instruction, with the problems situated in the learner's culture and lived experiences; (4) cooperative rather than competitive instruction; and (5) time-generous rather than time-driven instruction. Culturally responsive pedagogy can only be practiced in culturally sensitive environments where ways of perceiving, believing, acting, and evaluating are shared. The literature review suggests that Native American pedagogy and constructivism share common beliefs and perceptions about teaching and learning. Therefore, constructivist ways of teaching promise to be culturally responsive to cultures valuing Native American pedagogy. Ways in which constructivism and Native American pedagogy conflict with traditional pedagogic assumptions of the dominant culture are outlined, and possible reasons are offered as to why constructivism was developed among dominant-culture educators. Contains 32 references. | [FULL TEXT]

Hanley, Mary Stone (1995).  Children of the Drum: Equity Pedagogy, Knowledge Construction, and African American Student Learning through Drama. 

This paper is an analysis of a project that involved African American middle school students in a drama program that was based on their lives and the stories of their community. Students were trained in performance skills, participated in the development of a script, and then performed the script in local schools. The 10 student participants, 5 males and 5 females, were African Americans with difficulties in school ranging from occasional or perpetual alienation and boredom to disruptive behavior. The drama program was inherently culturally relevant and based on the core values of African American culture. Students were able to recognize themselves and their culture as valued as they became active agents in the construction and expression of knowledge. Students demonstrated a sense of joy and commitment simulated by the empowerment of self expression. A theoretical framework was developed in which the attributes of drama as culturally relevant instruction for African American students releases creativity, engaging the interaction between self-efficacy and intrinsic motivation.

Hanna, Robert C. (1996).  An Analysis and Implementation of Charles Dickens' Sole Curricular Writing. 

This paper examines the curriculum Charles Dickens wrote for his children, an "easy account" of selections from the New Testament. Dickens designed the curriculum to make this material accessible and meaningful to his children prior to schooling under the direction of other teachers, tutors, or governesses, and earlier than the language of the King James Bible could be expected to be easily understood. All surviving primary sources regarding the curriculum and its implementation were examined. A case study is presented of the author's use of the curriculum with his six-year-old daughter, Emily. The case study serves as a basis for identifying general expectations for this curriculum implementation according to Dickens' pedagogy, and it documents the experience by individual chapters of Dickens' curriculum, summarizing first the content and then Emily's responses. Study findings suggest three general expectations for future implementations: (1) even with Dickens' simplified language, the child will have questions about vocabulary which can lead to discussion of the biblical and moral significance of these words; (2) a child can be expected to comment on what he or she has already learned about Jesus' life and teachings; and (3) a child can be expected to share self-made associations between something in Dickens' curriculum and other knowledge or personal experience. Study results suggest that Dickens' curriculum remains pedagogically sound, especially when his method of reading and discussing aloud is employed. | [FULL TEXT]

Hannigan, Jane Anne (1994).  A Feminist Standpoint for Library and Information Science Education.  Journal of Education for Library and Information Science, 35, 4. 

Uses a feminist standpoint to correct inaccurate scholarship in curricula, pedagogy, and research in library and information science. Topics include feminist philosophy and its relevance to curricula revision, specific curricula changes, the significance of women's ways of learning to pedagogy, research needs and the role of subjectivity in research. A bibliography of 114 items is appended. (52 references)

Hanson, Linda K. (1994).  Directing a Basic Writing Program: Encouraging Diversity among Students and Instructors. 

Although successful by some standards, the basic writing program at Ball State University, Indiana, was altered over a period of several years because it was making incompatible demands on teachers and students alike. Public perception of the course allowed teachers some flexibility in writing instruction, but it demanded instruction in grammar and spelling. Pedagogically, instruction in formal grammar and discrete skills was unsound. Several principles guided the program director: (1) collaboration; (2) respect for faculty, for individual strengths and weaknesses; (3) respect for students, for individual strengths and differences; and (4) pragmatic politics. Major tasks included reshaping the public messages the program sent out about itself; implementing a "placement for success" formula and developing a portfolio placement procedure for students who "fall in the cracks"; evaluating writing rather than assessing competency in discrete skills in grammar and spelling; moving from a positivist, product-centered program to a social constructivist, process driven program with decentered programs; integrating assessment, pedagogy, and course goals; and developing and implementing program-wide portfolio assessment procedures. A sense of equity and of shared responsibility will be of prime importance as the program director and faculty contemplate further modifications. | [FULL TEXT]

Harada, Myra (1994).  History of Higher Education: Curriculum. 

This paper reviews the history of undergraduate curriculum in the United States from the colonial period to the present, arguing that the drive for utility has been the main force shaping curricular trends. It discusses the purpose of early colonial colleges and their curricula, which emphasized Latin, Greek, Hebrew, ancient history, theology, ethics, and the natural sciences. The paper then focuses on the declining influence of theology and the classics in the 19th century, which made way for moral philosophy, economics, sociology, modern languages, medicine, law, and political science. The paper also discusses the effects of the Yale Report of 1828 (a defense of the classical curriculum), the adoption of course examinations in the mid-19th century, the creation of technical colleges, innovations in pedagogy, the creation of colleges for women and African-Americans, the rise of land grant colleges and universities, elective courses, the creation of junior colleges, vocational education, general education requirements, the Serviceman's Readjustment Act after World War II, student activism of the 1960s, consumerism, and the rise of business and engineering curriculum in recent decades. | [FULL TEXT]

Harden, Jane (1996).  Enlightenment, Empowerment and Emancipation: The Case for Critical Pedagogy in Nurse Education.  Nurse Education Today, 16, 1. 

Argues that the use of liberal and andragogical theories in nursing education will fail to develop students' critical consciousness. Suggests that critical pedagogy can expose structures that confine nursing experience and provide a framework for emancipatory teaching.

Harding, Vincent (1990).  Gifts of the Black Movement: Toward "A New Birth of Freedom."  Journal of Education, 172, 2. 

Discusses the Black struggle for equality, particularly in the post-World War II period, its influence on other American minorities, and its potential impact in international affairs.

Harkavy, Ira; Benson, Lee (1998).  De-Platonizing and Democratizing Education as the Bases of Service Learning.  New Directions for Teaching and Learning. 

Examines the theoretical bases of academic service learning, with particular attention to John Dewey's contributions. Conceptualizes the service learning movement as part of an ongoing, and still unsuccessful, effort to "de-Platonize" and democratize American higher education in articular and American schooling in general.

Harred, Jane (1991).  Collaborative Learning in the Literature Classroom: Old Problems Revisited. 

Some intended goals of collaborative learning are to disrupt established power relationships and to understand texts through a collaborative process of consensus and dissent. In practice, however, it is difficult to reach these goals, and students are expressing dissatisfaction with collaborative work in the classroom. A common complaint is that the students don't hear enough from the teacher in the classroom. Although the goal of the collaborative pedagogy is to empower the students, it is unclear whether students can be empowered if they do not feel empowered--when they feel, instead, actively excluded from a community of knowledge that they want to enter. Another concern is the collaborative model's emphasis on synthesis, on resolution, on consensus, and on summary, because these emphases can be totalizing and coercive, silencing minority opinions. The fact that those students who are most forceful and articulate in advancing their arguments are generally those who control what ends up counting as knowledge, negates the goal of de-emphasizing competition in the classroom. In spite of these concerns, a professor can use his or her authority in the classroom to authorize an opposing position. In this way minority views can be expressed and taken seriously. | [FULL TEXT]

Harrienger, Myrna (1994).  Putting My Mouth Where Your Money Is: Composition, Critique, and Commerce. 

Although socio-cultural awareness is an important element of discourse, freshman composition's primary obligation is to provide students with instruction in and practice "owning" a process of writing that foregrounds writing as a rhetorical art. Students should leave the course more aware of and better able to employ powerful, flexible strategies for owning the art of writing. This is what course descriptions promise, what students anticipate or expect--and what they need. It is imperative that pedagogy keep foregrounded the art of writing's recursive interrelatedness and its dynamic ties to rhetoric and context. Without an integrating pedagogy, cultural studies can be a back door to a literary focus, especially for inexperienced teachers or for those who understand cultural studies in terms of theory but not of composition theory or pedagogy. Foregrounding a certain kind of reading practice, the analysis of cultural artifacts encoded in discourse, critical composition preempts developing an art of writing, apparently assuming that students know how to write. Lauer's "Pedagogy for Writing as Art" provides inventional, exploratory, and rhetorical strategies. From a general writing context, students select subjects with which they have personal exigencies: writing has the potential to be meaningful inquiry. The "starting guide" helps students to discover a potential writing subject; the "exploratory guide" has students examine subjects and dissonances from static, dynamic, and relative perspectives. This nonthreatening approach helps students enter a discussion of the socio-cultural from "where they are" compositionally ad socio-culturally. (Writing strategies from Lauer's "Pedagogy" is attached.)

Harriman, Nancy; Renew, Frank C., Jr. (1996).  Preparing Classroom Teachers To Teach Diverse Learners in Rural Schools. 

To better prepare preservice teachers for meeting the challenges of student diversity, many universities have strengthened their partnerships with schools to provide sustained, mentored experiences in classroom settings along with concurrent coursework. For the past 5 years, elementary and secondary special education teacher candidates at the University of Southern Maine (USM) have participated in an intensive postbaccalaureate internship at one of five professional development school sites. Students participate in a full range of teaching and professional activities with mentor teachers while taking 10 graduate courses. Program evaluation consisted of interviews with two site-based instructors, and student and teacher feedback from site-based courses in exceptionality at USM's rural partner sites. Three aspects of course delivery were examined: content, pedagogy, and assignments. Eight common factors emerged as critical to successful site-delivered courses in exceptionality: rich content, concentrated use of exemplars, a schoolwide or systemwide perspective, the educational philosophy of instructor, emphasis on reflection, and integrative assignments with classroom-based applications. Based on evidence of desired teacher outcomes in the USM teacher education program, the instructional elements described appear to be effective in teaching site-based courses in exceptionality. | [FULL TEXT]

Harrington, Helen L. (1995).  Fostering Reasoned Decisions: Case-Based Pedagogy and the Professional Development of Teachers.  Teaching and Teacher Education, 11, 3. 

Preservice teachers' written case analyses were examined to determine how students reasoned about four dilemmas. Examination of the analyses suggested that the developmental nature of learning to teach was reflected in students' analyses of events embedded in cases. The case method provided opportunities to further encourage development of professional reasoning.

Harrington, Helen L.; And Others (1996).  Written Case Analyses and Critical Reflection.  Teaching and Teacher Education, 12, 1. 

The study investigated the use of case-based pedagogy to develop critical reflection in prospective teachers. Analysis of students written analyses of dilemma-based cases found patterns showing evidence of students open-mindedness, sense of professional responsibility, and wholeheartedness in approach to teaching.

Harrington, Helen L.; Garrison, James W. (1992).  Cases as Shared Inquiry: A Dialogical Model of Teacher Preparation.  American Educational Research Journal, 29, 4. 

A dialogical model is proposed for connecting theory to practice in teacher education by conceiving of cases from case-based pedagogy as problems that initiate shared inquiry. Cases with genuine cognitive and axiological content can initiate self-directed, student-centered inquiry while building democratic dialogical communities.

Harris, Debra; Susman, Susan D. (1999).  Toward a More Perfect Union: Using Lawyering Pedagogy To Enhance Legal Writing Courses.  Journal of Legal Education, 49, 2. 

Describes the planning, implementation, and results of an experiment at Brooklyn Law School (New York) to teach legal writing skills by a simulation activity which integrates client interviewing skills with the process of composing the client-advice letter. Experience with this approach over three years is recounted.

Harris, Larry B.; And Others (1997).  Using Performance-Based Assessment To Improve Teacher Education. 

This paper presents an extensive review of the current literature related to the use of performance-based assessment in the preparation of teachers, and includes references to the Interstate New Teacher Assessment and Support Curriculum (INTASC) and the Arkansas standards for licensure of beginning teachers. The paper also describes the use of performance-based assessment in conjunction with the transformation of the teacher preparation program at the University of Arkansas at Monticello. In this program, students develop professionally as they work in public school settings in eight school districts, teaching and receiving instruction. Professional Development Schools in these districts host the senior year interns. Some performance-based assessment practices used are portfolios, simulations, and interviews. Students also take various sets of national teacher examinations. Performance based assessment will not by itself radically change the products of teacher education programs or improve practice in the schools. Preservice teachers must also demonstrate their knowledge of content and pedagogy, their teaching skills, and their dispositions toward teaching at various stages of their development. The Supervisory Intern Observation Instrument is appended. | [FULL TEXT]

Harris, Leslie D.; Wambeam, Cynthia A. (1996).  The Internet-Based Composition Classroom: A Study in Pedagogy.  Computers and Composition, 13, 3. 

Uses a control class to compare student attitudes about writing and performance as writers. Finds that students in the Internet-based classes contributed to their journals more frequently, reported a greater increase in their enjoyment of writing, and demonstrated greater improvement on initial and final timed writing samples as compared with the control class.

Harris, Mary, Ed. (1991).  Schools, Mathematics and Work. 

This book illustrates the wide range of issues that should affect any consideration of the relationship between mathematics education and the use of mathematics for practical and work purposes. The concept of ethnomathematics is discussed, and biases, including those of gender, in the content of mathematics and mathematics education are exposed. The views of researchers, users, training boards and employing organizations are presented, and international contributions provide a broader perspective through which to assess existing practices and to suggest alternatives. The book is organized in four main parts: (1) "The Context of Mathematics Education"; (2) "Mathematics in the Workplace--Research Views"; (3) Mathematics in the Workplace--User Views"; and (4) "School Mathematics in Context". Sample papers include, from part 1: "Ethnomathematics and Its Place in the History and Pedagogy of Mathematics" (U. D'Ambrosio); "Foundations of Eurocentism in Mathematics" (G. Joseph); and "Folk Mathematics" (E. Maier). Papers in part 2 include: "Mathematics and Workplace Research" (M. Harris and J. Evans); "The Role of Number in Work and Training" (D. Matthews); and "Mathematics in and Out of School: A Selective Review of Studies from Brazil." The first two papers in part 3, by S. Ingham and K. Pye respectively, focus on the place of mathematics in the clothing and textile industries. The third article in this section, is a review paper especially written for this volume entitled "The Gendering of Work" (J. Holland). Finally, papers from the fourth part include: "'Maths in the Workplace': Some Issues Arising Out of the Development of a Resource Pack" (P. Drake); and "Work Reclaimed: Status Mathematics in Non-Elitist Contexts" (M. Harris and C. Paechter). The book concludes with a description of the Maths in Work Project and its efforts to relate research to practice through the development of a unique set of learning materials.

Harris, Pamela C.; Harris, Michael H.; Hannah, Stan A. (1998).  Confronting Hypertext: Exploring Divergent Responses to Digital Coursework.  Internet and Higher Education, 1, 1. 

"Confronting Hypertext" is a collaborative project designed to investigate learning outcomes using hypertext-based instruction delivered via the Internet. This article describes the project and suggests ways to map student reactions (commitment to books, distrust of online information, confusion) in different professional programs, especially library and information science, to hypertext pedagogy.

Harry, Beth; And Others (1996).  "Old-Fashioned, Good Teachers": African American Parents' Views of Effective Early Instruction.  Learning Disabilities Research and Practice, 11, 3. 

A 3-year study of the views of the parents of 18 African American preschoolers found parents in strong support for explicit instruction in "the three Rs," with an emphasis on phonics instruction. The need to include parents in the dialog about pedagogy and in making instructional decisions for their children is addressed.

Harslett, Mort; Godfrey, John; Harrison, Bernard; Partington, Gary; Richer, Kaye (1999).  "We Learn A Lot from Mr. Hart": A Qualitative Study of an Effective Teacher of Aboriginal Students. 

A profile of an effective teacher of Aboriginal Australian students was constructed based on research on the teaching of Aboriginal students. Using the profile as a framework, this paper reports on an ethnographic study of an effective teacher in action with Aboriginal students. The study consisted of semi-participative observation of a teacher of grades 6-7 in a Perth (Australia) metropolitan school in which 45 percent of the students were Aboriginal. Data were gathered via observation, conversation, and recorded interviews with the teacher, principal, and students. Elements identified as critical to effective teaching of Aboriginal students were: an understanding of Aboriginal culture and family background; the teacher's capacity to develop relationships based on openness, flexibility, empathy, and a collegial rather than authoritarian stance; a student-centered, relationship-based pedagogy featuring peer tutoring, small-group work, cooperative learning, and self-responsibility for learning and assessment; and the negotiation of curriculum and other educational processes with students. Behavioral boundaries were set in consultation with students. It is important to Aboriginal students that the behavior, not the student, be rewarded or sanctioned in private. Self-esteem, confidence, and social skills were enhanced in the classroom, although it seemed at times that academic teaching and learning were less intense than expected from a traditional Anglo perspective. | [FULL TEXT]

Hartley, David (1995).  Teaching and Learning in an Expanding Higher Education System (the MacFarlane Report): A Technical Fix?  Studies in Higher Education, 20, 2. 

Britain's MacFarlane Report, "Teaching and Learning in an Expanding Higher Education System," makes recommendations for a much-expanded, decidedly instrumental system of higher education and proposes a new flexible, learner-centered pedagogy compatible with new technology. Implications of the report for curriculum and administration are examined.

Hartnett, Carolyn G. (1997).  A Functional Approach to Composition Offers an Alternative.  [Composition Chronicle: Newsletter for Writing Teachers] 

When it comes to teaching students how to correct errors in mechanics and usage, English composition teachers have a problem in determining what and how to teach. An approach is developing overseas which comes from a type of linguistics called "functional," because it describes how languages work rather than only its forms. A branch that has evolved to serve education is Systemic Functional Linguistics (SFL). It has a well developed theory with applications ranging from teaching second languages to generating language on computers. Five concepts from this approach which can be applied to teaching are: (1) multiplicity of purposes, (2) influence of context on patterns of content and language, (3) relation of grammar to meaning, (4) flow of information, and (5) differences between writing and speech that influence punctuation as well as wording. SFL helps teachers to relate grammatical structures to meaning rather than to forms. Interest in pedagogical application of SFL is increasing, but it is not yet well known in North America. Its examples and technical jargon are foreign and confusing. Because application in Australia began with the lower grades, the pedagogy and parts of the theory relevant to college teaching have not yet been fully developed and publicized, although there is progress. To apply SFL to teaching composition, for example, a teacher might help a student outside of class with a draft in a useful little genre: a letter applying for a grant from a charitable foundation with North American ideology and culture. | [FULL TEXT]

Hartnett, Carolyn G. (1997).  Themes in English Handbooks. 

There has been much discussion of what students need to know to write effectively. An example of criteria is the requirements for the Writing Sample of the Texas Academic Skills Program (TASP). Students, unless exempted, must write an essay that meets this standard before they can receive an associate diploma or enroll in junior-level courses in public colleges and universities in Texas. A comparison of the TASP criteria with the contents of more than a dozen recent handbooks for college composition students was made. The instructor's annotated editions of popular handbooks, publishers' bibliographies for teachers and other sources for references to unused approaches and contents that might contribute to the development of students' writing abilities were also examined. For each requirement, a summary was made of: (1) what the handbooks cover, especially new concepts; (2) what relevant research is recognized by the authors but does not appear in the student pages; and (3) what one alternative, modern functional linguistics, could offer if the appropriate pedagogy were developed and teachers were taught how to apply what is already known. A list of the 19 handbooks and textbooks examined is attached. Contains 22 references. | [FULL TEXT]

Harwood, Doug (1995).  The Pedagogy of the World Studies 8-13 Project: The Influence of the Presence/Absence of the Teacher upon Primary Children's Collaborative Group Work.  British Educational Research Journal, 21, 5. 

Investigates the influence of the teacher's presence/absence on primary children's group work in a World Studies class. Discovered that, although children generally remain on task, the teacher's presence resulted in improved quality and consistency. Includes tables of statistical and observational data, as well as excerpts from the students' discussions.

Hassett, Michael J. (1993).  Constructing an Ethical Writer for the Postmodern Scene. 

The advent of postmodern criticism has brought about numerous changes in the way those in the academy read and teach the reading of texts. From Michel Foucault's "What is an Author?" to Roland Barthes'"The Death of the Author" and beyond, critics and theorists have sought to decrease the author-ity of the material that is read. In doing so, these writers have been justified by the view that the reader is as much a participant in the creation of a text as is the author; hence, the "tyranny" of the author as a monolithic source of meaning in a text--a tyranny previous critical methods have assumed--has been disputed by postmodern critics. The key to Kenneth Burke's methodology of response is the idea of the "other," a notion that has become extremely important in postmodern discursive theory. A theory and pedagogy of composition should be developed that will place an ethical responsibility upon the writer to enhance "response-ability," to create a space for response. In this way, the linguistic ideal of which Burke says ideal democracy is the institutional equivalent might be approached. The ethical postmodern writer, then, will be a person attempting to write in such a way that the reader is invited into the text's space as a full and equal partner in the meaning-making process. | [FULL TEXT]

Hastings, Nancy Baxter; Rossman, Allan (1994).  Workshop Mathematics: Using New Pedagogy and Computers in Introductory Mathematics and Statistics Courses. 

This report describes a workshop on developing a set of three introductory mathematics courses using new pedagogical techniques and computer technology. The courses provide underprepared students with multiple entry points into the study of mathematics and serve as a gateway for students' continued study of mathematics. These workshop courses in quantitative reasoning, statistics, and calculus abandon the traditional lecture approach in favor of an interactive format in which students work collaboratively on activities designed to help them explore and discover mathematical ideas for themselves. This document contains an executive summary detailing the project overview, purpose, background and origins, project description, evaluation/project results, and conclusions. | [FULL TEXT]

Hatch, Gary (1991).  Reviving the Rodential Model for Composition: Robert Zoellner's Alternative to Flower and Hayes. 

The time has come to re-evaluate the metaphors used when people think about composition. Such a re-evaluation is under way and may affect composition theory, research models, and classroom practice well into the future. Robert Zoellner rejected the prevailing metaphor for teaching writing which equates the act of thinking with the act of writing. Instead, he proposed a metaphor that treats writing as a form of behavior, and developed a pedagogy based on this theoretical model, finding the "rodential" model of the behavioral psychologists consonant with his assumptions. Linda Flower and John Hayes, on the other hand, based their model on cognitive psychology and artificial intelligence research. The cognitive model classifies writing as a type of problem-solving thinking, and so Flower and Hayes equate writing with thinking. There are a number of reasons for rejecting their metaphor: (1) it is not useful in conducting research, as it defies observation; (2) the think-write metaphor often produces circular reasoning; and (3) treating writing as a type of thinking encourages a simplistic view of signification. The propensity to borrow theories from other disciplines has turned composition studies into a theoretical crazy quilt. For composition studies to become established as a discipline, teachers and researchers must pay more attention to basic theoretical questions, questions about the nature of writing, language, and signification. The first step towards answering these questions lies in rejecting the assumption that writing is thinking, and turning to writing as signifying act. | [FULL TEXT]

Hatcher, Julie A. (1997).  The Moral Dimensions of John Dewey's Philosophy: Implications for Undergraduate Education.  Michigan Journal of Community Service Learning, 4. 

John Dewey's writing is explicit concerning the moral responsibilities of education in democracy. These moral dimensions provide a framework for identifying characteristics of good undergraduate education consistent with recent reports and the pedagogy of service learning. Articulation of these characteristics supports the value of service learning within the academy, which is critical if it is to receive wider support.

Haunsperger, Deanna B. (1999).  Talking about Teaching Twenty-Five Tried-and-True Topics.  Primus, 9, 1. 

Discusses ways in which a mathematical pedagogy seminar can be an enlightening, engaging, and sometimes entertaining experience through which to bring together departmental colleagues and their students. Suggests logistics for such a seminar, 25 topics, and readings. Contains 64 references.

Hauser, Mary E., Ed.; Jipson, Janice A., Ed. (1998).  Intersections: Feminisms/Early Childhoods. Rethinking Childhood, Volume 3. 

Through personal narrative and scholarly reflection, this book examines the foundations of early childhood education, contemporary curricular and pedagogical practice in early childhood education, and critical issues affecting the multiple worlds of childhood. Essays by individual contributors are linked by contributors' conversations. An introductory section, "A Conversation about the Intersections of Feminisms and Early Childhoods," provides background and explains the structure of the book. The first section, "A Conversation about Foundations," discusses historical events in early childhood education from a feminist perspective. The second section, "A Conversation about Curriculum and Pedagogy," reflects on early childhood practice and feminist pedagogy through the narratives of practicing early childhood professionals working in day care, public school, and university settings. The final section of the book, "A Conversation about Issues," examines from a feminist perspective significant issues facing early childhood, including the roles and representations of women and children, the analysis of economic and cross-cultural realities of child care, and the consideration of public policy. Contributors include Chelsea Bailey, Lisa Goldstein, Mary Hauser, Janice Jipson, Miha Kim, Tina Lozano, Nancy Meltzoff, Petra Munro, Peggy Trumble, Elba Marrero, Shirley Kessler, Debbie LaCroix, Carolyn Ames, Shu Ling Chen, Jennifer Jipson, Alden Schmid, Karen Anijar, Marianne Bloch, Beth Blue Swadener, and Linda Jagielo. Contains 423 references. | [FULL TEXT]

Hawisher, Gail E.; Moran, Charles (1993).  Electronic Mail and the Writing Instructor.  College English, 55, 6. 

Discusses the growing importance of electronic mail among academicians. Offers a rhetoric and a pedagogy that include electronic mail in their fields of vision. Argues that writing instructors should continue to do research into the issues inherent in electronic mail.

Hawk, Byron (1998).  Rogerian Rhetoric: Pedagogy and the Ethos of Seduction. 

In "Rhetoric, Discovery and Change" (1970), R. Young, A. Becker, and K. Pike took Carl Rogers' empathetic approach out of the context of one-on-one therapy and put it into the writing classroom. They proposed the now standard formulaic structure of argumentation which emphasizes a strong thesis up front, a detailed account of the opposing argument, a heavily qualified personal position, and a conclusion showing that each side shares common ground. If it can be accepted that any use of Rogers' ideas, whether by therapists or writers, primarily functions as a means to construct ethos rather than establish a "true" identification, then the issue of adopting such a method for writing can be addressed. To break the isolated use of Rogerian "argument," a group assignment was constructed around Young, Becker, and Pike's Rogerian approach. Students are put in groups of three, then asked to assume the roles of opposing sides and a mediator, follow the four-staged Rogerian format, and construct a collaborative text. They are given four class periods for the assignment which revolves around face-to-face group discussion, on-line MOO or ChatNet discussion/writing, individual writing outside of class, and group revision. It makes sense to place multiple authors in a situation where they have to communicate with each other to get the assignment done. If the seduction of the will to produce can be resisted, then "Rogerian" could become a form of playful communication, perhaps a mode of rhetorical invention. | [FULL TEXT]

Hawkey, Kate (1998).  Mentor Pedagogy and Student Teacher Professional Development: A Study of Two Mentoring Relationships.  Teaching and Teacher Education, 14, 6. 

Examined two British mentors' conceptions of their role and their views about what had influenced those conceptions. Also investigated the mentors' pedagogical practice and looked at how three student teachers responded to their mentoring experiences with the two mentors. Data from interviews with the mentors and students indicated that many factors were influential in mentor practice.

Hawkins, Katherine; Fillion, Bryant (1996).  Perceived Communication Skill Needs for Small Work Groups. 

A study examined communication skills essential for small work groups and whether the quality of small group teaching and research is in decline. The study reviewed small group research done previously by others and the problem of existing pedagogy and research in small group communication which does not provide practical solutions to real life problems. The study instrument was based on an analysis of in-depth interviews with six managers representing five major corporations and a national government agency, all based in a large midwestern city. Thirteen specific communication skills were identified as vital for employee success in the workplace. A small group was defined as being from 3-20 members. Results from the 38 (76%) completed survey forms returned by recipients, the personnel directors of each of the top 50 employers, revealed that the reliability of the survey was acceptably high. Respondents agreed most strongly with the statement that effective listening was important, and least strongly with the importance of the ability to make effective information presentations. Other important communication skills listed by 14 respondents were interpersonal communication climate and demonstration of leadership in keeping the group task oriented; 27 responses agreed on the importance of effective small group communication. Findings suggest that for small group research to be applicable to groups that operate in the real world, it must be conducted in contexts that at least approximate real life. (One table of data, 24 references, and the survey form are appended.) | [FULL TEXT]

Hawley, Willis D. (1990).  The Prospects for Collaboration between Schools and Universities To Improve American Education. 

Collaboration between schools and institutions of higher education (IHE) is usually effective only when values are shared and mutual dependencies are recognized. These conditions are uncommon. The foundation upon which such collaboration could be developed requires several building blocks: (1) developing shared goals regarding teacher learning; (2) minimizing the fragmentation of responsibility for teacher learning; (3) developing more effective strategies for evaluating teaching; (4) belief in the scientific bases for the art of teaching; (5) clarification and modification of respective roles; (6) development of new institutional arenas for collaboration; (7) restructuring schools to facilitate teacher learning; (8) creation of markets for quality in teacher preparation and inservice professional development. Forces that might encourage more effective collaboration include: the diminishing mystique of colleges and universities, the diminishing roles of IHEs in the education of teachers, the professionalization of teaching, technology, and increasing interest in content pedagogy. Steps toward increased collaboration may not be taken, however, because of uncertainty about the purposes of teacher preparation, increased capacity of schools to provide for teacher training, limited capacity of IHEs to take on new roles related to teacher education, inadequate modes of funding, the IHE/school status schism, and the need for top level leadership. (36 references) | [FULL TEXT]

Hayes, Bernard L., Ed.; Camperell, Kay, Ed. (1991).  Literacy: International, National, State, and Local. Yearbook of the American Reading Forum, Volume XI. 

This book contains papers which consider literacy issues at all levels from preschool to reading and the aging. The book includes discussions of cultural literacy, computer literacy, the reading/writing connection, adult basic literacy, measurement of reading and writing, special reading programs, and reading research. The following papers are included: "Second-Language Literacy: Functional Competence for the Future (Susan Jenkins); "Assessing Teachers' Knowledge of Multi-Ethnic Literature" (Deborah L. Thompson and Jane Meeks Hager); "Hispanic Background and Linguistic Factors: Social Contexts for Reading Comprehension and Instruction" (Marino C. Alvarez); "Do or Die: School Violence, Teenage Suicide, and Educational Pressure in Japan" (Linda L. Arthur); "Expanding Literacy by the Use of Imaginative Literature in the Teacher-Education Classroom" (Marilyn G. Eanet); "Literacy through Literature: International Award Winning Children's Books" (Ira E. Aaron and Sylvia M. Hutchinson); "Memories and Written Remembrances: Creating a Link between Prior Knowledge and Children's Literature" (Kathy S. Neal and Barbara Everson); "How RIPE Promotes Change in Literacy Learning in Rural Schools" (Lawrence Erickson); "Examining Transmitters of Literacy: Factors Related to Performance on the NTE Test of Professional Knowledge" (Thomas Cloer, Jr. and Thomas McNeely); "Research on Teacher Effectiveness: Some Assertions for Teacher Educators" (James R. Olson); "Videodisc-Based Case Methodology: A Design for Enhancing Preserve Teachers' Problem-Solving Abilities" (Victoria J. Risko); "Literacy: The Impact of Technology on Early Reading" (Judy C. Shaver and Beth S. Wise); "A Survey of Teachers' Attitudes toward and Utilization of Computers in K-8 Classrooms" (Judith L. Long and Susan B. Steffey); "Activities and Adaptations for At-Risk Students: Students' and Teachers' Perceptions" (Richard J. Telfer and others); "An Analysis of the Themes in Students' International Peer Correspondence while Studying a Social Studies Unit about South America: A Pilot Study" (Shirley M. Pauler); "Short-Term Memory Demands of Initial Reading Curricula: Impact on Progress in Elementary School Reading" (Richard H. Bloomer and others); "Workplace Literacy Instruction and Evaluation: R.O.A.D. to Success" (Eunice N. Askov and Emory J. Brown); "Literacy: An International Perspective" (Sondra Rebottini); "Oral History as a Critical Pedagogy: Some Cautionary Issues" (James R. King and Norman A. Stahl); "Literacy and Programs for Culturally Diverse Students: Challenges for the Future" (Mary S. Benedetti and others); and "Defining 'Literacy': An Examination of Literate Communities" (Wayne Otto and others). The American Reading Forum bylaws are attached. | [FULL TEXT]

Hayes, Christopher G. (1994).  Some Questions for Feminist Rhetoric. 

Some questions about feminist rhetoric would include the following. Should a speaker resist the phallocentric rhetoric of the academy by refusing, resisting or otherwise willfully choosing not to say, "Here are my points, Here are my conclusions, Here is my argument that I hope to persuade you to believe?" Should a speaker foster a discourse that is indirect, digressive, open, exploratory, responsive and interconnected as opposed to linear, closed, authoritative and objectively logical? Should that speaker try to feature his or her feelings as well as his or her criticism? But then what if the voice of authority or criticism dominates? Along these lines, how does the speaker construct a classroom environment and writing curriculum for underprepared composition students? How does he or she reconcile the seemingly conflicting claims of feminism (and other) researchers? For instance, while researchers such as P. Annas, J. Eichhorn et al, N. Schniedewind, and M. Woolbright (among legions of others) suggest that collaborative pedagogy and a shared-authority classroom enhance learning for female (and many male) students, how does the speaker reconcile that perspective with the findings of G. Jensen and J. DiTiberio, which suggest that introverts learn best when alone. Should the speaker take "authority" in the classroom? Should he or she adopt an authority-driven teaching method that changes students' preferred learning styles and challenge their gender identities? If language is a trap, if the master's language is oppressive, what then is the speaker to teach? | [FULL TEXT]

Hayes, Elisabeth; Cuban, Sondra (1996).  Border Pedagogy: A Critical Framework for Service Learning. 

The general focus of a course on adult literacy and community service at a large state university was to increase students' understanding of adult literacy as a societal issue and to support their involvement as tutors in local adult literacy programs. To understand what students learned from their experience in the course, the instructors began collecting and analyzing various source material. They also began developing case studies of individual tutors and their learning experiences. As the instructors analyzed the accounts of the tutors, they became interested in how the service learning experience provided opportunities for the tutors to adopt a more critical perspective on common assumptions about adult literacy students, dominant tutoring practices, and the structures of schooling. They reviewed tutors' case profiles and original source material to see if they could identify forms of resistance to dominant practices or beliefs. In more recent work associated with critical postmodernism and educational theory, they found the concepts of border and border crossing. They found that the metaphors of border crossing and borderlands could illuminate the service learning experience for students. These metaphors suggested how service learning helps students with the following: understanding their own culture in new ways, appreciating cultural differences, becoming more critically aware of social inequities and power relations, and envisioning a more democratic society. | [FULL TEXT]

Haynes, Cynthia, Ed.; Holmevik, Jan Rune, Ed. (1998).  High Wired: On the Design, Use and Theory of Educational MOOs. 

MOOs (Multi-User, Object-Oriented Environments), which were designed originally as spaces for online social interaction, are increasingly recognized today for their value as educational tools. This book brings together a diverse group of experts whose contributions help answer questions and dispel myths surrounding MOOs and their use in education. The essays are arranged in a practical sequence, beginning with the context and history of MOOs, followed by more technical essays on how to set up and administer a MOO. Subsequent essays discuss applications for MOOs in education and, finally, provide theoretical explorations of the nature of MOO communities. After a Foreword by Sherry Turkle and introduction by the Editors, the following chapters are provided: (1) "Finding One's Own in Cyberspace" (Amy Bruckman); (2) "Not Just a Game: How LambdaMOO Came To Exist and What It Did To Get Back at Me" (Pavel Curtis); (3) "How To MOO without Making a Sound: A Guide to the Virtual Communities Known as MOOs" (Jorge R. Barrios and Deanna Wilkes-Gibbs); (4) "MOO Educational Tools" (Ken Scheweller); Taking the MOO by the Horns: How To Design, Set Up, and Manage an Educational MOO" (Jan Rune Holmevik and Mark Blanchard); (6) "Day-To-Day MOO Administration and How To Survive It" (Shawn P. Wilbur); (7) "HELP! There's a MOO in this Class!" (Cynthia Haynes); (8) "At Home in the MUD: Writing Centers Learn To Wallow" (Eric Crump); (9) "Defending Your Life in MOOspace: A Report from the Electronic Edge" (Dene Grigar and John F. Barber); (10) "The Play's the Thing: Theatricality and the MOO Environment" (Juli Burk); (11) "Bodies in Place: Real Politics, Real Pedagogy, and Virtual Space" (Beth Kolko); (12) "(Non)Fiction('s) Addition(s): A NarcoAnalysis of Virtual Worlds" (Diane Davis); (13) "Of MOOs, Folds, and Non-Reactionary Virtual Communities" (Victor J. Vitanza); (14) "Songs of Thy Selves: Persistence, Momentariness, Recurrence and the MOO" (Michael Joyce); and an appendix, "MOO Central: Educational, Professional, and Experimental MOOs on the Internet" (Jeffrey R. Galin).

Haynes, W. Lance (1990).  Public Speaking Pedagogy in the Media Age.  Communication Education, 39, 2. 

Asserts that media systems and pedagogy affect each other, that electronic media increasingly dominate the society, and that pedagogy must respond. Outlines a heuristic model for talking and thinking pedagogically about the process of speech in the electronic media environment.

Haynes-Burton, Cynthia (1990).  The Ethico-Political Agon of Other Criticisms: Toward a Nietzschean Counter-Ethic.  Pre-Text: A Journal of Rhetorical Theory, 11, 3-4. 

Investigates the "ethics of criticism" as an attempt to disrupt the political practices of academic agonists based in a combative rhetoric which seeks to annihilate rather than to stimulate conversation. Proposes an adaptation of Nietzsche's psychology of self-overcoming and ethical pedagogy.

Haynes-Burton, Cynthia (1991).  Impossible Subjects: Writing, Ethics, and Radical Alterity. 

One way to "reinitiate" possible productive responses to the question of the subject for composition theory and pedagogy is to defuse the terror of the "impossible," to "negotiate" with the impossible, and to ask impossible questions. Although there are dangers associated with any critical theorizing about the subject positions of students and/or pedagogues, a new conception of writing, textuality, and ethics could reveal different means for reformulating subjective relations in the writing classroom. Writing, ethics, and radical alterity are impossible subjects; as in "Alice in Wonderland," they are like Cheshire cats smiling down upon an impossible croquet game. It may be that to teach writing it is first necessary to make the impossible writable. When writers try to play the game, the language is like Alice's flamingo, constantly turning around to look at them, and the truths that writers seek are like the hedgehogs on the field who uncurl themselves and scurry away. Whether rescuing or discerning the subject, it is important to remember that the impossible subject, like the Cheshire Cat, is merely a suspended apparition revealing and concealing the abyss below; but, it holds the possibility of the impossible in its very smile. | [FULL TEXT]

Haynes-Burton, Cynthia (1993).  Interview with Victor J. Vitanza.  Composition Studies/Freshman English News, 21, 1. 

Discusses the career of Victor J. Vitanza as a teacher of composition, an administrator of a major writing program, and a leading scholar. Includes questions and responses concerning pedagogy, theory, the emerging field of composition studies, and other topics.

Haynes-Burton, Cynthia (1994).  "Hanging Your Alias on Their Scene": Writing Centers, Graffiti, and Style.  Writing Center Journal, 14, 2. 

Describes how graffiti is a useful analogy providing a fresh source of power for reimagining the function and purpose of writing centers. Explains the necessity of defining writing centers as a subculture. Identifies a distinct writing center discursive style that mediates between official classroom pedagogy and unofficial writing center praxis.

Hayward, Clarissa (1999).  "The Environment": Power, Pedagogy, and American Urban Schooling.  Urban Review, 31, 4. 

Conducted observations in urban and suburban schools, arguing that critical theorists should more closely examine differential structural constraints on pedagogical choice. Urban teachers made pedagogic choices that reinforced social hierarchies (partly to help students manage urban environmental risks). Changing the role of power in urban public schools requires changing choices individual teachers make and changing educational constraints on pedagogic practice.

Hayward, Pamela A. (1993).  The Intersection of Critical Pedagogy and Developmental Theory for Public Speaking. 

Speech communication instructors must think through the consequences of adopting a pedagogy of empowerment before they leap into the classroom with a handy packet of reading and pre-packaged activities. Schools are contested spheres and the struggle over what forms of authority and types of knowledge should be legitimated and transmitted to students can be seen in the demands of right-wing religious groups, feminists, ecologists, minorities, and other interest groups. Teaching with empowering students as a goal can be particularly challenging for speech communication instructors because so much of what happens in their classrooms is public. Instructors should keep student developmental levels in mind prior to trying out new critical classroom approaches. According to the theories of William Perry, students walk into class at many different places on the hierarchy of development, and instructors cannot reasonably expect all of their students to end up at the same place by the end of the semester. Incorporating sensitivity to multiculturalism into a public speaking class can be an extremely challenging endeavor. By exploring tenets of critical pedagogy and looking for opportunities to incorporate them into public speaking classrooms, instructors will be doing a service to their students. By using developmental theory as an "overlay" for critical activities, instructors can better understand their students' successes and failures. | [FULL TEXT]

Heard, Dorothy (1999).  A Developing Model of Teachers Educating Themselves for Multicultural Pedagogy.  Higher Education, 38, 4. 

This paper reports on the individual student projects of 37 classroom teachers enrolled in a graduate class on multicultural arts education. Identifies points of initial resistance and relates these to patterns of change. Proposes a seven-step model with which teachers can self-educate for multicultural pedagogy.

Heath, David A. (1993).  Innovations in Pedagogy: Curriculum Considerations.  Optometric Education, 18, 4. 

A discussion of innovation in optometry instruction emphasizes the need for careful consideration of new methods and technologies and for a strategy for measuring the innovation's effect. The process of curriculum reform, role of pedagogy and technology in that process, and use of outcomes assessment to monitor change are examined.

Hecht, Irene W. D.; Higgerson, Mary Lou; Gmelch, Walter H.; Tucker, Allan (1999).  The Department Chair as Academic Leader. American Council on Education/Oryx Press Series on Higher Education. 

This book provides a comprehensive guide to the role of the academic department chair in a time when the chair's role is rapidly becoming more important and more complex. Part 1 describes the new roles chairs face, followed by a general discussion of their responsibilities. Part 2 is concerned with the department chair's work with people, including faculty, students, and department staff. Specific topics cover faculty, staff, and student recruitment; faculty work and workload; and faculty development and evaluation of department members. Part 3 is about the chair's operational responsibilities for the department. Individual chapters discuss the department as a collectivity; curriculum, pedagogy, and student advising; resource management; and strategic planning. Part 4 explores the chair's roles and responsibilities in connecting with audiences beyond the department. Emphasis is on bridging the chasm that often exists between administration and faculty. Individual chapters focus on the chair and the dean, legal issues for chairs, evaluating the department, and the chair and external audiences. (Individual chapters contain references.)

Hedberg, John G., Ed.; And Others (1996).  Learning Technologies: Prospects and Pathways. Selected papers from EdTech '96 Biennial Conference of the Australian Society for Educational Technology (Melbourne, Australia, July 7-10, 1996). 

This book presents a series of conference papers dealing with educational technology. The papers are: "The Role of Educational Technology in Upgrading Teacher Education in Pakistan" (M. Hashim Abbasi and Alex C. Millar); "Report on the Teaching and Learning on the Internet Project--RMIT TAFE" (Laurie Armstrong); "A Dissemination Strategy for Student Adoption of Internet Services" (Roger Atkinson and Geoff Rehn); "PC Based Video on Demand Trials" (Philip Branch and Jennifer Durran); "Getting the Job Done: Distance Learning in the RAAF" (J.R. Dolan); "Distance Teaching With Vision" (Roger Edmonds); "Profiling Computing Coordinators" (Sigrid Edwards and Allan Morton); "Exploring the Multimedia Landscape from a Training and Professional Development Perspective" (Rae Fankhauser and Helmut Lopaczuk); "An Implementation of Interactive Objects on the Web" (Paul Fritze); "EdMOO: One Approach to a Multimedia Collaborative Environment" (Bernard Holkner); "Appropriate Media Versus Multimedia" (G. Kistan (Chandru)); "Factors Affecting Teachers and Trainers in the Use of a Bulletin Board System" (Kar-Tin Lee); "Determining the Scope of Online Delivery at a Traditional Research-Based University" (Jon Mason); "A Combined Video and CAL Package on Advanced Level Library Skills for Open Learning Students" (Iain McAlpine); "A Qualitative Study of Leaning from CAL Programs in Two Tertiary Education Courses" (Iain McAlpine); "Telematics for Higher Order Learning: Challenges and Opportunities" (Catherine McLoughlin); "Establishing Distance Education Networks in New Zealand: Policy Parameters" (Tim McMahon); Establishing Distance Education Networks in New Zealand: Practicalities Past, Present and Future" (Carol Moffatt); "Factors Affecting the Integration of Computers in Western Sydney Secondary Schools" (Allan Morton); "Live Interactive Television" (Ron Oliver and Catherine McLoughlin); "Approaches to Research in a Digital Environment--Who Are the New Researchers?" (Michael Orr and Rae Fankhauser); "Events Management Education Through CD-ROM Simulation at Victoria University of Technology" (Marcia Perry and others); "The Instructional Design Transition from Distance to Flexible Delivery Materials" (Grahame Ramsay); "Designing CBE for Continuing Professional Education" (Keith Rees); "Electronic Classrooms and Lecture Theatres: Design and Use Factors in the Age of the Mass Lecture" (Geoffrey A. Roberts and Philip M. Dunn); "Reconceptualising Pedagogy: Students' Hypertext Stories with Pictures and Words" (Glenn Russell); "Automatization of Student Assessment Using Multimedia Technology" (David Taniar and Wenny Rahayu); and "Perspectives on the Place of Educational Theory in Multimedia" (Martyn Wild). | [FULL TEXT]

Heft, Riva, Ed.; Rovinescu, Olivia, Ed. (1993).  Dimensions of Literacy in a Multicultural Society. Conference Proceedings (Montreal, Quebec, Canada, 1992). 

The following papers from a conference on the dimensions of literacy in a multicultural society are included in this volume: "Literacy: Affirmation and Empowerment in a Multicultural Society" (Simms); "Literacy, Border Pedagogy, and Multiculturalism in the Aftermath of the Los Angeles Uprising" (Giroux); "Alphabetisme et Communautes Ethnoculturelles" (Wagner); "Returning to Learning" (Sinn); "Assessment of the Language Competence Required for Entry-Level Jobs" (Painchaud, Jerzak); "Literacy Task Analysis" (Lewe); "First Step: Managing Cultural Diversity in an Educational Setting" (Steyn); "Towards a Critical Multicultural Literacy Introduction" (Weil); "Journeys into Difference" (Rovinescu); "Assessment and Remediation of Cognitive Skills: Combining the Theories of Feuerstein and Freire" (Hirsch); "'I Like Me; I'm Glad to Be!'" (Hugo); "Beyond the Dichotomy of Function and Voice in Adult Literacy" (Darville); "Literacy and Schooling" (Mitiche); "Metis History and Culture" (Pasula); "Whole Language for Native Students" (Zarry); "Native Content in the English Curriculum" (Lemieux); "Native Literacy Today: The Tobique Approach" (Meekis, Bernard); "Literacy Exchange: Creating a Learning Environment" (Daigle, Spanier); "Artifacts and Alphabets: Introduction to the 'Reading the Museum' Program" (Dubinsky); "Literacy for Seniors" (Lothian); "Developing Health Promoting Messages with and for Seniors with Literacy and Language Limitations" (Petch); "Literacy for Deaf-Blind Adults" (Fleming); "Introducing a Handbook for Instructions Working with Learners Being Treated for Mental Disorders" (Davidson); "Towards the Development of Media Maturity" (Belanger); "Images of Women in Music Television: Case for Media Literacy" (Cukier); "Reading Media Science: Development of Science Literacy" (McDonagh); "Conspiracy of Silence and the Report of Aboriginal Justice Inquiry of Manitoba" (Sawchuk); "Introduction to Media Literacy" (Rother, Baron); "Crossing Borders: Building Communities" (Thakur, Hamilton); "Functional Literacy in the Scientific and Technological Domain" (Silas); "Scientific Literacy for Women" (Davis, Singer); "Computers and the Foreign Language Literacy Learner" (Krasnicki); "Computers and Literacy" (Owers); "Freedom behind Bars" (Herskowitz, Leger); "Presumed to Understand: Literacy and Criminal Justice" (McDougall-Gagnon-Gingras, Gingras, MacLatchie); "Integrating Numeracy into the Literacy Curriculum" (Ciancone); "Literacy in a Multicultural Society: A New Challenge for Adult Education" (Fear et al.); and "After Illiteracy, Then What" (Fagan). A list of recommendations is included. | [FULL TEXT]

Heid, M. Kathleen (1995).  Algebra in a Technological World. Curriculum and Evaluation Standards for School Mathematics Addenda Series, Grades 9-12. 

The purpose of this series is to provide instructional ideas and materials that support implementation of the Curriculum and Evaluation Standards in local settings. This book addresses in a very practical way the content, pedagogy, and pupil assessment dimensions of reshaping school mathematics. Chapters include discussions and activities that project the future of algebra in classrooms where today's learning tools, such as graphing calculators with table-building, graphing, and function-fitting capabilities, are augmented with the capability of performing symbolic manipulations. Chapter titles are: (1) "The Future of Algebra in a Technological World"; (2) "Changes in Learning and Their Consequences for Teaching and Assessing"; (3) "A Functions Approach to Algebra"; (4)"Extending a Functions Approach"; (5) "Matrics"; and (6) Symbolic Reasoning." An appendix contains activity solutions.

Heikkinen, Henry W.; And Others (1992).  Classroom Teachers as Agents of Reform in University Teacher Preparation Programs.  Journal of Teacher Education, 43, 4. 

This article discusses benefits and preconditions associated with University of Northern Colorado's Preservice Elementary Science/Mathematics Project. With college faculty, on-campus teaching fellows (experienced elementary and middle school teachers) revise, deliver, and evaluate science and math content and pedagogy courses; model effective teaching strategies; and serve as mentors and instructional leaders.

Heilenman, L. Kathy, Ed. (1998).  Research Issues and Language Program Direction. Issues in Language Program Direction: A Series of Annual Volumes. 

This collection of papers is divided into two parts. After "Introduction" (L. Kathy Heilenman), Part 1, "Research and Language Program Directors: The Relationship," includes "Research Domains and Language Program Direction" (Bill VanPatten); "Language Program Direction and the Modernist Agenda" (Celeste Kinginger); "The Research-Pedagogy Interface in L2 Acquisition: Implications for Language Program Directors" (Raphael Salaberry); and "Applications of Sociolinguistic and Sociocultural Research to the French Language Classroom" (Nadine O'Connor Di Vito). Part 2, "Research and Language Program Directors: Possibilities," includes "Beliefs and Practices of Teacher Assistants toward Target Language Use in Elementary French Classes" (Michael Morris); "Gesture in Japanese Language Instruction: The Case of Error Correction" (Naoko Muramoto); "Investigating the Properties of Assessment Instruments and the Setting of Proficiency Standards for Admission in to University Second Language Courses" (Micheline Chalhoub-Deville); "Positional Pedagogies and Understanding the Other: Epistemological Research, Subjective Theories, Narratives, and the Language Program Director in a `Web of Relationship'" (Mary E. Wildner-Basset and Birgit Meerholz-Haerle); and "The Professionalization of Language Teachers: A Case Study of the Professional Development Needs of Lecturers at the University of California, Berkeley" (Nelleke Van Deusen-Scholl, Linda von Hoene, and Karen Moller-Irving). (Papers contain references.) | [FULL TEXT]

Heilker, Paul (1992).  Public Products/Public Processes: Zoellner's Praxis and the Contemporary Composition Classroom.  Rhetoric Review, 10, 2. 

Argues that, during writing instruction, students must be given the opportunity to go public with their composing processes. Discusses the theoretical structure of Robert Zoellner's pedagogy, and recommends its use for teaching the writing process.

Heilker, Paul (1993).  Nothing Personal: Twenty-Five Forays into the Personal in (My) Composition Pedagogy.  Writing Instructor, 12, 2. 

Argues that the pedagogical is the personal, and considers the pedagogical ethics of the personal. Claims that, regardless of what the teacher's intentions are, a personal relationship between writer and teacher is inevitable, which makes teaching writing more difficult.

Heilker, Paul (1996).  The Essay: Theory and Pedagogy for an Active Form. 

Calling for a radical reexamination of the traditional foundation of composition instruction--the thesis/support form, this book argues that the essay, with its informality, conversational tone, meditative mood, and integration of form and content, is better suited to developmental, epistemological, ideological, and feminist rhetorical pespectives. The book first traces the origins of the essay in the 16th century. It then examines 20th-century theories of the form to illustrate what constitutes the fundamental qualities of the essay--epistemological skepticism, anti-scholasticism, and the use of an "anti-Ciceronian chrono-logic" organization ("we can only have one thought in our heads at a time, one thought leads to another, and time flows in only one direction"). This leads to writing that is well developed and well ordered, consistent, and methodical. The book shapes a "rehabilitative theory" of the essay by applying the theories of Mikhail Bakhtin to advance a conception of the essay as a centrifugal, novelistic, dialogic, and carnivalesque form. The book then examines the practice of some contemporary essayists--Aldous Huxley, Joan Didion, Charles Simic, Alice Walker, Scott Russell Sanders, Gretel Ehrlich, and Joseph Epstein. Extensive, detailed accounts of assignments and classroom activities on the essay form that have been used effectively with students are offered. Several student essays are presented in their entirety and analyzed in the book. An afterword and appendixes on sources and works cited conclude the book. | [FULL TEXT]

Heining-Boynton, Audrey L. (1990).  The Development and Testing of the FLES Program Evaluation Inventory.  Modern Language Journal, 74, 4. 

Describes the development and testing of a multifaceted Foreign Language in the Elementary School program evaluation instrument that would efficiently provide essential data regarding such aspects as teacher qualifications, goals and objectives, pedagogy, articulation, homework and grades, parent support, workload, at-risk students, and student satisfaction.

Hekmatpanah, Lyra (1993).  Opera and Art in the French Foreign Language Classroom.  [Mid-Atlantic Journal of Foreign Language Pedagogy] 

It has previously been shown that an opera can successfully be integrated into a high school or college language class. It is suggested that an entire semester could be devoted to just French operas and French art, using corresponding literary texts for comparative purposes. Grammar points are included as needed; conversation about the stories bring in cultural material about the mores of the period. The operas suggested for a semester class are: "La Voix humaine,""L'Heure espagnole,""Peleas et Melisande,""Louise,""Les Contes d'Hoffman," and "Manon."  | [FULL TEXT]

Helle, Anita (1994).  Reading the Rhetoric(s) of Curriculum Transformation. Response to "The Failure of Curriculum Transformation at a Major Public University: When 'Diversity' Equals 'Variety'," by Lynne Goodstein (NWSAJ 6:1).  NWSA Journal, 6, 3. 

Presents alternative views on measuring progress in curriculum transformation involving diversity issues. In a response to Lynne Goodstein's article, "The Failure of Curriculum Transformation at a Major Public University: When 'Diversity' Equals 'Variety'," this article argues that evaluation of curriculum transformation requires considerable time and an examination of the rhetoric, or buzzwords, brought to particular debates.

Hellebrandt, Josef, Ed.; Varona, Lucia T., Ed. (1999).  Construyendo Puentes (Building Bridges): Concepts and Models for Service-Learning in Spanish. AAHE's Series on Service-Learning in the Disciplines. 

This volume is part of a series of 18 monographs on service learning and the academic disciplines. It is designed to help teachers, administrators, and students realize the potential of service learning in Spanish. Following a Foreword by Carmen Chaves Tesser and an Introduction by Josef Hellebrandt and Lucia T. Varona, the four essays in Part 1, focus on "Service-Learning as Theory," and include: "Service-Learning and Spanish: A Missing Link" (Aileen Hale); "Critical Pedagogy and Service-Learning in Spanish: Crossing Borders in the Freshman Seminar" (Jonathan F. Arries); "Service-Learning and Language-Acquisition Theory and Practice" (Jeanne Mullaney); and "From Instrumental to Interactive to Critical Knowledge through Service-Learning in Spanish" (Lucia T. Varona). Chapters in Part 2, "Service-Learning from the Classroom," include: "Service-Learning with Bilingual Communities and the Struggle for Change: A Critical Approach" (Mark Baldwin, Rosario Diaz-Greenberg, and Joseph Keating); "Altruism and Community Service in Hispanic Literature: Readings and Praxis" (Estelle Irizarry); "Learning the Basics of Spanish Translation: Articulating a Balance between Theory and Practice through Community Service" (Carmen Lizardi-Rivera); "Raising Cultural Awareness through Service-Learning in Spanish Culture and Conversation: Tutoring in the Migrant Education Program in Salem" (Patricia Varas); and "Community-Based Language Learning: Integrating Language and Service" (J. Patrick Boyle and Denise M. Overfield). Chapters in Part 3, "Service-Learning in Local and International Communities," include: "Community Video: Empowerment through University and Community Interaction" (Teresa Darias, Arturo Gomez, Josef Hellebrandt, Amy Loomis, Marta Orendain, and Silvia Quezada); "Expanding Our Vision of Literacy: Learning To Read the World of Others" (Nancy Jean Smith); and "The Chongon-Colonche Hills in Western Ecuador: Preservation through Community Empowerment" (Clarice R. Strang). Appended is a 27-item annotated bibliography. (All essays include references.) | [FULL TEXT]

Heller, Douglas; Sottile, James M., Jr. (1996).  Another Look at Student Motivation: A Qualitative Study. 

The more that educators understand about student motivation, the better that teachers can tailor their pedagogy to prepare students for the job market. The purpose of this study was to acquire a more complete understanding of what drives secondary students and how student motivation and development relate to effective teaching. It is hoped that an improved understanding of what motivates students will prompt teachers to modify their strategies so as to foster self-directed learning in their students. An examination of the literature suggests that educators should decrease the competitive nature of the classroom, pay more attention to developing students' self-esteem, note the importance of making content relevant and learning enjoyable, and that teachers should work to create an environment conducive to learning. Utilizing a qualitative research design, information was gathered through classroom observations, student interviews, and a teacher interview of a 10th-grade, advanced world history course. Specific themes, such as learning, social, friends, and teacher, were examined as they related to increasing student motivation. The study also describes strategies that teachers can implement in order to increase student motivation. Contains 11 references. | [FULL TEXT]

Helmers, Marguerite (1998).  Gender/Authority, Teacher/Critic. 

An educator recently contributed a statement concerning some of the difficulties in teaching critical theory to undergraduates, particularly works translated from the French poststructuralists, to the newly published collection "Foregrounding Ethical Awareness in Composition and English Studies." As a postscript, the educator would like to balance the discussion of Michel Foucault's ethics with a feminist perspective from which she hopes to draw attention to additional problems in the relation between teacher, student, and material. In writing pedagogy, the focus of the self's expressivist work is to authorize the writer as an agent. Writing constitutes a certain way of manifesting oneself to oneself and others. Women are engaged in living, learning, teaching, reading, and writing that takes place in their existence as daughters, mothers, sisters, teachers, and colleagues--mirroring the "others" in their own lives, bringing themselves into congruence with the gaze of the other. Donna Haraway and Carmen Luke urge women to distrust Foucault's removed asceticism, suggesting that the nature of existence, especially feminine existence, is plural and dialogically responsive to the world. Where Foucault prescribes a turning away from the world, Luke finds power in the everyday business of living. Haraway uses the cyborg as a metaphor for defining existence without difference. | [FULL TEXT]

Hemmings, Annette (1994).  Culturally Responsive Teaching: When and How High School Teachers Should Cross Cultural Boundaries To Reach Students. 

In the 1980s several qualitative studies of midwestern public high schools that serve students of color were conducted. Many teachers attempted to reach these students by adopting culturally responsive teaching strategies. While some teachers insisted that abandoning traditional pedagogy was to give up on socially legitimate teaching, others tried to narrow the social distance between themselves and their students by building personal relationships and by taking students' ways of life into account in making decisions about teaching. Anecdotes and vignettes illustrate some successful and unsuccessful approaches. Some teachers who tried to bridge cultural differences were perceived as condescending or phony or were criticized by students for ignoring things students thought they would need to know in the mainstream world of education and society. Observation of successful teachers suggests that it is important for the teacher to act in a manner that students regard as appropriate for teachers, to provide them with information needed for mainstream educational activities, to acknowledge their social identities and cultures in curriculum and instruction, and to invite them to explore multicultural perspectives. | [FULL TEXT]

Henkin, Roxanne (1994).  Emerging Feminist Themes Found in Graduate Students' Portfolios Written by Women Elementary School Teachers.  Action in Teacher Education, 15, 4. 

This article incorporates excerpts from portfolios of female graduate students to illustrate the discussion of the feminist themes that emerged. Because the student has control of the portfolio process and of interpreting meanings, it seems that portfolio development may be a powerful and supportive model for women students.

Henning, Elizabeth; Swart, Rhona (1996).  Sternberg's "Mental Self-Government" Metaphor and the Fallacy of a Democratic Curriculum in Teacher Education.  South African Journal of Higher Education, 10, 1. 

An experiment in English-as-a-Second-Language pedagogy in a South African university's teacher education program looked at the effects of students' participation in construction of the course syllabus. Results are discussed from three perspectives: learning theory; the culture of learning; and cognitive style. The metaphor of mental self-government is applied to this democratic approach to curriculum design.

Henning, Martha L. (1996).  Breaking through "The Dominion of Facts": Sarah Josepha Hale's Instructive Legacy. 

The 18th and 19th centuries saw a real tension between inductive and deductive methods of reason. Spokesperson for her era through her association with the popular "Godey's Ladies' Book," Sarah Josepha Hale addressed this tension in 1858, citing an article by Thomas Henry Buckle ascribing the method of deduction to women and that of induction to men, and clearly favoring deduction. Deductive reasoning is centered in community assent, while inductive thought derives from the power of the individual and reinforces that power. Authors of literature of the 1850s (recognized as "the feminine fifties"), such as Harriet Beecher Stowe in "Uncle Tom's Cabin," use symbolic references from which readers deductively construct meaning. Later 1850s' literature reflects and promotes the evaluation of women, with story movement becoming a linear progression. Educational institutions still privilege the inductive, but despite the historical precedent and the current predilection toward inductive reasoning, this can be balanced with some basic and practical implications for the composite pedagogy. In the classroom, where students' cognitive methods differ, various methods of collaborative evaluation can be considered. Taking a cue from Hale, perhaps accepting and teaching a change of mind can make an impact on the culture's order: economic, social, and political. | [FULL TEXT]

Henning, Sylvie Debevec (1993).  The Integration of Language, Literature, and Culture: Goals and Curricular Design.  ADFL Bulletin, 24, 2. 

Those who actually teach foreign languages and literature, "not those outside the field," should make decisions about language curricula, basing decisions and programs on sound pedagogy. Residual U.S. chauvinism and isolationism must not be allowed to trivialize and marginalize foreign languages and culture in the name of achieving a "competitive edge" in international business. (18 references)

Henning, Teresa (1994).  Problematizing the Personal: A Feminist Reassessment of Expressionist Rhetoric. 

Peter Elbow's expressionist approach to rhetoric lacks the critical position that feminism requires. Expressionist rhetoric's focus on the personal does not make it a feminist rhetoric because its conception of the personal as well as its conception of itself as a rhetoric is uncritical and ignores the social context that subject positions, discourses, and rhetorics arise from. Expressionists like Elbow, Joan Bolker, and E. B. White view the writer as an individual pitted against the needs or expectations of his or her audience. For James Berlin, their rhetoric posits "an uncritical acceptance of the unified, coherent and originary self." Working from a different set of assumptions on the subject, Sally McConnell-Ginet points out that women writers may be "silent" because they cannot identify with the presence created for them by sexist language. Education includes showing students that the subject positions they hold are socially constituted and that the discourses they write are shaped by discourse conventions. This anti-foundational notion of subject and discourse allows students and teachers alike to see all knowledge as constructed. If professors expect their students to be able to negotiate these discourses and change them, they also need to offer them a critical and social perspective of discourse. Offering them a revised expressionist rhetoric--one that is postmodern and feminist--is one way to empower them to work with, in, and through academic discourse convention. | [FULL TEXT]

Hennon, Lisa (1999).  School Architecture, Curriculum, and Pedagogy: Shifts in the Discursive Space of the "School" as Forms of Governmentality. 

The historical shifts in United States discourses of school architecture as they relate to reforms and inventions of new pedagogical techniques are examined using Michel Foucault's conceptualization of "governmentality" and related scholarship. The purpose is to question assumptions underlying two claims currently being made about school architectural design. The first claim is that the space of the school needs to be more democratic, like a community, and the second is that the space of the school has become more oppressive and controlling. Common school design discourses in the United States incorporated some disciplinary aspects of British monitorial schools. However, in the 1800s, common school discourses governmentalized the "American" school-house with the aim of self-government. Four historical junctures in discourses of school architecture are identified that provide the contingent conditions and reasonings upon which the current debates about reform of school design seem reasonable and make sense. | [FULL TEXT]

Henry, Annette (1994).  There Are No Safe Places: Pedagogy as Powerful and Dangerous Terrain.  Action in Teacher Education, 15, 4. 

In this article, a black feminist teacher educator shares personal reflections on learning and teaching about "difference," a political, dangerous, and "unsafe" terrain. She discusses her experiences within the context of misogyny and racism and contrasts her students' struggles against her black female authority in the classroom with the authority of colleagues not of her race and gender.

Henry, Annette (1994).  The Empty Shelf and Other Curricular Challenges of Teaching Children of African Descent: Implications for Teacher Practice.  Urban Education, 29, 3. 

Examines aspects of an African-centered pedagogy that should let children understand their identities as people of African heritage. Data are from an ethnographic study of "liberatory" pedagogy that was used by four black women teachers. Three vignettes illustrate liberatory practice as it explicitly addresses issues that are often ignored.

Henry, Annette (1998).  Taking Back Control: African Canadian Women Teachers' Lives and Practice. SUNY Series, Identities in the Classroom. 

This book explores how African Canadian teachers can take back control over the education of African Canadian students, exploring and problematizing the issue from the standpoints of five elementary-level African-Caribbean Canadian women educators. Information for the book comes from classroom observations, life history interviews, teacher/student talk, student conversations, and conversations with teachers about their practice. Chapter 1 examines who the women are, how they define their educational project, how they conceptualize their practice, and what experiences and ideas have informed their pedagogy. Chapter 2 sets the narratives in the larger sociopolitical contexts of black women's educational activism, African-Caribbean immigration, black women in the labor force, and educational concerns of the black community. Chapters 3-5 focus on Bedford Elementary School, examining how teachers create learning environments where black students can flourish. The chapters are linked by the theme of multiple ways of living and moving in the world. Chapter 3 focuses on standpoint theory. Chapters 4 and 5 examine examples of pedagogy of black self-representation, a practice forged to help children understand their fractal, hybrid identities as Canadians of Caribbean heritage and of African descent. Chapter 6 is an epilogue that shares ideas about black-focused pedagogy, the education of black girls, and the subject of black women.

Henry, Mary E. (1991).  The Symbolic Order of School: Waldorf and College Prep. 

Schools embody a "symbolic order" communicated through school rituals and social and symbolic relationships. Schools possess a moral vision, a system of values and norms that they wish to develop in students. This paper compares the symbolic order of two independent schools, one a traditional college preparatory school (preschool-grade 12), the other a less well known school, called a Waldorf school (nursery-grade 6). The focus was on the elementary grades, although attention also was given to the whole school program. Both schools are in a wealthy, middle-sized Southeastern community with a population of 100,000. The study utilized observations, interviews, tape recordings, videotaping lessons and events, and the study of curricular and other documents. Lessons, rituals, festivals, ceremonies, sporting events, parent and faculty meetings, open days, and other events were repeatedly observed, documented, and analyzed. In the discussion and comparison of each school, three areas of school life were considered: (1) organization of the school day and activities; (2) pedagogy or the teaching-learning process; and (3) the curriculum. The study revealed areas of school life that differed significantly between the schools. Each school's symbolic order embodied quite different conceptions of the world, relations to others, and the individual. Waldorf school's symbolism about the world sends a message of democratic, egalitarian values in an organic, interdependent world: knowledge is taught in wholes not parts, and through storytelling not abstractions. College Prep's symbolism conveys instead the school's belief in progress and a hierarchical conception of the world. Contains 46 references. | [FULL TEXT]

Henson, Leigh; Sutliff, Kristene (1998).  A Service Learning Approach to Business and Technical Writing Instruction.  Journal of Technical Writing and Communication, 28, 2. 

States that service learning educates students to volunteer their expertise for the benefit of society. Suggests that teachers of business and technical writing can apply this pedagogy by assigning students to write for nonprofits. Describes service learning's origins; proposes a rationale for it; explains sequential projects and teaching methods intended to reduce problems related to collaborative writing for nonprofits.

Herideen, Penelope E. (1998).  Policy, Pedagogy, and Social Inequality: Community College Student Realities in Post-Industrial America. Critical Studies in Education and Culture Series. 

This book examines the role of the community college in higher education from the perspective of a "critical lover." The introduction provides a profile of the community college and contextualizes the "controversiality" of its social role. Chapter 1 identifies the community college as a key player in higher education reform and outlines the Clinton Administration's major proposals and philosophy. It discusses the impact of these reforms on the community college's large nontraditional student population. Chapter 2 situates the community college within an ideological battleground of negative public imagery and political vulnerability and shows how students, especially returning women, are affected. A theoretical and methodological repositioning occurs in the chapter. It discusses insights from critical educational theory, critical pedagogy, and classroom research to provide a framework for insider research. Chapter 3 identifies the site of the research and addresses methodological practices. It informs the reader of the author's Brazilian living and teaching experiences and how this background influences her work. Chapter 4 describes the community college culture and documents students' everyday lives and educational experiences. Chapter 5 addresses the experiment of applying the insights of critical educational theory and pedagogy in sociology courses. It discusses how she grounded the theory and reports student reactions. Chapter 6 outlines the feminist tenets that served as the framework for the classroom outside the classroom and records the perspectives of community college returning women students in the group. Chapter 7 returns to macro-sociological analysis. It discusses the ways in which the community college can better serve student needs both structurally and instructionally. The chapter coins the concept of "critical mainstreaming" as a way that this can be accomplished.

Herman, Eugene A., Ed. (1991).  Computer Corner.  College Mathematics Journal, 22, 2. 

This review features new examples of using the computer relative to college-level mathematics to enhance pedagogy, solve problems, and model real-life situations. Included is a LOGO program that can be used to create and to stimulate subsequent investigations of spirolaterals, those figures generated by repeatedly drawing basic loops.

Herman, William E. (1998).  Promoting Pedagogical Reasoning as Preservice Teachers Analyze Case Vignettes.  Journal of Teacher Education, 49, 5. 

Examined the effectiveness of the Pedagogical Heuristic Device (PHD) in encouraging preservice teachers to use a wide variety of cognitive processes and critically apply what they learned in courses on decision making in the classroom. Results support the use of the PHD to help preservice teachers learn to reason about pedagogy.

Hernandez, Adriana (1997).  Pedagogy, Democracy, and Feminism: Rethinking the Public Sphere. 

This book provides a shifting interplay of the terms pedagogy, democracy, and feminism around the idea of an emancipatory political project. Chapter 1, "Remapping Pedagogical Boundaries: Critical Pedagogy, Feminism, and a Discourse of Possibility," examines the pedagogical within a discourse of critique and possibility, and discusses the definition of pedagogical practices within broader paradigms that go beyond reproductive approaches, and places those practices within the field of cultural politics. Chapter 2, "Informing Pedagogical Practices: Democracy and the Language of the Public," extends the language of critique and possibility by examining it within the discourse of democracy and addresses democratic theory as a language and exploring the specific radical possibilities it offers for the wider struggle of social change. Chapter 3, "Inhabiting a Split: Feminism, Counterpublic Spheres, and the Problematic of the Private-Public," analyzes public spheres as spaces for democratic pedagogical practices within the particular emancipatory possibilities offered by feminist discourse. Chapter 4, "Re-creating Counterpublic Spheres: The Mothers' Movement in Argentina at the End of the Century," shows how the Mothers' Movement still constitutes an active counterpublic sphere today. Chapter 5, "Taking Position within Discourse: About Pedagogical and Political Struggles," analyzes the rethinking of the pedagogical practices within the university setting and concentrates on the problematic that emerges in the process of theory/discourse distribution and appropriation. Chapter 6, "Conclusion," leaves open the possibilities for further research and theorization.

Hernandez, Maximo C. (1993).  Meeting the Challenge of Preparing Teachers for the Classroom of Today. Testimony presented to the New York State Assembly Joint Hearing of the Committee on Higher Education and the Committee on Education (Albany, NY, December 6, 1993). 

Today's linguistically diverse classrooms require teachers who are properly educated to communicate effectively with students, parents, and the larger community. Teacher education programs have the responsibility of preparing teachers with these skills and of responding to the shortage of racial and ethnic minorities within the state of New York's teaching pool. Five issues are relevant when considering how schools of education should respond to this shortage: (1) currently, schools of education have a largely Caucasian, female, and monolingual student population; (2) the proliferation of languages among today's school population makes it imperative that teachers be prepared to offer bilingual learning opportunities to their students; (3) teacher education programs need the capacity to prepare multiculturally aware teachers; (4) teacher education programs need to prepare teachers who are willing and able to teach in areas of teacher shortage, particularly urban areas; and (5) schools of education must place multicultural competence on par with intellectual competence in their teacher education programs. At present, many schools of education fail to prepare teachers to work effectively with culturally and linguistically diverse students because these higher education institutions do not themselves model the kinds of interpersonal relationships, collegiality, student-centered pedagogy, and relevant curriculum that the teachers they produce must be able to implement. An approach to improving the ability of schools of education to respond to the needs of today's diverse school population lies in creating closer working relationships with schools. The Professional Development School as proposed by the Holmes Group is a promising model of meaningful collaboration. | [FULL TEXT]

Hernandez-Tutop, Jeanne (1999).  Multiculturalism: Similarities and Differences. 

In U.S. schools the teachers are predominantly white, and most have little or no experience with cross-cultural issues. The increasing student diversity means that the schools are multicultural, but the teacher staff is not. It has become imperative that teachers be educated to teach about diverse cultures. James Banks has developed a theory of five dimensions of multicultural education that allow teachers to engage in self-actualization while addressing curriculum issues. The five dimensions are: (1) content integration; (2) the knowledge construction process; (3) an equity pedagogy; (4) prejudice reduction; and (5) creating an empowering school culture and social structure. Developing a "border pedagogy," as outlined by Barry Kanpol means that teachers will seek similarities within differences to incorporate the "other" into social relations and to identify with those who have felt alienation and oppression. Self-reflection will enable teachers to develop this border pedagogy. | [FULL TEXT]

Hernandez-Tutop, Jeanne E. (1998).  Oppressor: The Educational System. 

In this critique of elementary and secondary education in the United States, the first section discusses the history of the U.S. educational system and how the development of the schools' curricula and assessment programs have been adapted to the white, male, Eurocentric style of learning. The second section looks at inequalities in learning and considers the multicultural diversity of students today. Tracking as both result and cause of educational inequality is discussed. The final section uses Paulo Freire's "Pedagogy of the Oppressed" to compare U.S. schools with the qualities oppressors use to maintain oppression among minorities. The distinct components of oppressive action noted by Freire are: (1) conquest, (2) divide and rule, (3) manipulation, and (4) cultural invasion. These operations are evident in the U.S. educational system, in which wealthier districts have much, and disadvantaged districts, particularly in urban areas, have very little. To ensure educational equity, teachers must be aware of the preferred learning styles of different cultures, and then incorporate strategies aimed at these styles into their teaching. Funding must be equal for all schools, and quality materials and resources should not be reserved for an elite few. | [FULL TEXT]

Herndl, Carl G. (1991).  Writing Ethnography: Representation, Rhetoric, and Institutional Practices.  College English, 53, 3. 

Expresses concern by the facility with which ethnographic research on writing passes into articles, textbooks, and pedagogy. Examines the rhetorical and textual practices that organize ethnographic accounts. Regards ethnography as a professional activity in which ethnographers and their texts engage the ideological through the material conditions of the institution.

Herndl, Carl G. (1993).  Teaching Discourse and Reproducing Culture: A Critique of Research and Pedagogy in Professional and Non-Academic Writing.  College Composition and Communication, 44, 3. 

Studies the relations of discourse and teaching to ideological and cultural production. Argues for the initiation of cultural critique within the research and pedagogical practices of the field of professional writing. Illustrates how such a model of criticism might be developed in professional writing research.

Herndon, Gerise (1996).  Gender Difference, Cultural Sameness: A Regional Feminist Pedagogy.  Transformations, 7, 2. 

A college teacher looks at "feminist pedagogy" as practiced within the context of a midwestern, church-related liberal arts college. Topics discussed include definitions and stereotypes of feminist pedagogy, the cultural context of the midwest, the prevalence of indifference over racism in the feminist studies classroom, and the difficulty of midwestern students in empathizing with women in other cultures.

Herren, Ray V.; Hillison, John (1996).  Agricultural Education and the 1862 Land-Grant Institutions: The Rest of the Story.  Journal of Agricultural Education, 37, 3. 

Jonathan Baldwin Turner was instrumental in the creation of the concept of land-grant universities. Despite a push for normal schools as the site of agricultural teacher training, land-grant institutions become the main source of teacher preparation, creating closer ties with agriculture than with pedagogy.

Herrera, Lazaro Moreno (1997).  Cuban Sloyd. History and Educational Research on Developing Creativity. Four Articles. Publication No. 2. Craft Education in the Cultural Struggle. Part VII. 

These four articles deal with historical developments of sloyd in Cuba and research on creativity with regard to sloyd education. (Sloyd, derived from a Swedish word, is an umbrella term for making or crafting things by hand.) "The Process of Sloyd Introduction in Cuba: Main Events" describes important events related to its introduction and development in Cuba from 1901-1914. The work of Swedish sloyd teachers in Cuba is emphasized. "Sloyd in Cuban and Latin American Pedagogy" describes the fluid exchange of ideas between Swedish pedagogue Salomon and teachers working in this area. It analyzes conditions that favored assimilation of sloyd by Latin American pedagogy. "Teaching-Organizational Factors in the Development of Creativity through Sloyd Education" presents results from the first year of experimental work with Cuban children that show that a flexible, participatory environment that permits and stimulates children's interests becomes a factor stimulating their creative potentialities. "Affective-Motivational Factors in the Sloyd Lesson: Influence on the Development of Creativity" presents initial results obtained after 3 years' development of a pedagogical experiment with Cuban children aged 9-12. The study of the affective-motivational world of children and its relation to their creative work in the workshop provides valuable outcomes to understand and make effective the teaching and learning process in sloyd education. Letters by Swedish sloyd teachers and Cuban educational authorities are appended. (Individual articles contain figures and tables.)

Herrick, James A. (1992).  Rhetoric, Ethics, and Virtue.  Communication Studies, 43, 3. 

Explores the possibility of grounding an ethic of rhetoric in virtues suggested by the practice of rhetoric itself, to be discovered by examining the goods inherent to rhetoric, as well as the sources of cooperation and the standards of excellence implied by that practice. Considers a virtues-oriented pedagogy of communication.

Herschensohn, Julia (1990).  Toward a Theoretical Basis for Current Language Pedagogy.  Modern Language Journal, 74, 4. 

Reexamines the theoretical presuppositions of current pedagogical second-language approaches, and questions certain assumptions that have been generally accepted. It is shown that the lack of a theoretical base for current approaches has led to weaknesses in second-language acquisition philosophy, language curriculum structuring, and the role of grammar in classroom methodology. (35 references)

Hesch, Rick (1990).  Aboriginal Teachers as Organic Intellectuals. 

This paper reviews an instructor's experience in teaching a social studies methods course. The course focused on the themes of anti-racist education and critical pedagogy and was taught to a group of eight aboriginal women enrolled in the Saskatchewan Urban Native Teacher Education Program (SUNTEP). SUNTEP is an affirmative action teacher education program for students of Metis ancestry in Saskatchewan. The class encouraged social change by developing preservice teachers into organic intellectuals. Organic intellectuals use the language of their culture to express the real experiences and feelings of their people. Anti-racist education focuses on changing institutions rather than individuals. Critical pedagogy incorporates student experience and lived culture as a curriculum concern, and emphasizes dialogue that organizes knowledge students already possess. Requirements of the class included: (1) a paper analyzing a local education policy based on multicultural assumptions; (2) presentation of a play applying anti-racist theory; (3) construction of a learning center with an anti-racist focus; and (4) a final exam in essay form. Students initially objected to the unconventional approach to the course and were intimidated by the abstract theoreticism of the instructor. Responses on final exams and class evaluations suggest that students experienced personal growth and understood the concepts.

Heslep, Robert D. (1995).  Moral Education for Americans. 

This book addresses the widening and deepening decline of the control of behavior toward one another that has emerged in the United States since the middle of this century, viewed by the writer as a profound problem. The volume argues the solution is a conception of moral education. The rationale here is developed in a dialogical form and discussed at the practical as well as the theoretical level. The book has 10 chapters that include: (1) "A Dire Need for Moral Education"; (2) "The Norms of Moral Agency"; (3) "The Feasibility of the Norms"; (4) "The Goal of Moral Education"; (5) "The Content of Moral Education"; (6) "The Pedagogy of Moral Education"; (7) "Moral Education for the United States"; (8) "Moral Education for Natalene Turner"; (9) "Moral Education for The Force"; and (10) "Implications." A bibliography also is included.

Hesse-Biber, Sharlene; Gilbert, Melissa Kesler (1994).  Closing the Technological Gender Gap: Feminist Pedagogy in the Computer-Assisted Classroom.  Teaching Sociology, 22, 1. 

Asserts that, although computers are playing an increasingly important role in the classroom, a technological gender gap serves as a barrier to the effective use of computers by women instructors in higher education. Encourages women to seize computer tools for their own educational purposes and argues for enhancing women's computer learning.

Heuser, Linda (1999).  Service-Learning as a Pedagogy To Promote the Content, Cross-Cultural, and Language-Learning of ESL Students.  TESL Canada Journal, 17, 1. 

Describes the incorporation of service learning in a sheltered content course for Japanese sophomores studying in the United States. Service learning holds promise for furthering cognitive knowledge, cross cultural awareness, and language competencies. After profiling the academic program, a definition of service learning is provided with a review of the steps leading to a weekend of service.

Hewitt, Roger; Inghilleri, Moira (1993).  Oracy in the Classroom: Policy, Pedagogy, and Group Oral Work.  Anthropology and Education Quarterly, 24, 4. 

Explores developments in the United Kingdom with regard to the recent endorsement in the national curriculum of the importance of speaking and listening skills (oracy). Observations in six inner-city London schools reflect ambiguities in policy and practice. The results of an oracy policy regarding assessment are still unclear.

Hezel, Richard T. (1990).  Policies for Educational Technology: A National, State, and Local Agenda. 

Since 1987 Hezel Associates has studied how each of the 50 states is or is not coordinating the planning of technology, especially the use of telecommunications for education and related activities. The study documented telecommunications activities of state departments of education and higher education, boards of regents, boards of vocational and technical education, state universities that have formed pockets of technology within states. Based on this research, it is recommended that policy issues concerning technology be formed at the same time that uses in educational technology are being developed. Some of the policy issues to be considered are: (1) the locus of planning, e.g., who establishes technological goals for the classroom; (2) economics and funding, specifically, different sources of funding, availability of funding, and the ways in which funds may be used; (3) technology planning, in which information about the availability and practicality of different technologies is considered; (4) state policy, which is particularly important because of the impact it has on agencies and institutions dependent on state funding; (5) governance and development of guidelines for educational technology; (6) system management, which determines the uses of, entrance into, and access to a system; (7) instructional programming; (8) faculty involvement in the planning and implementation of technologies; and (9) pedagogy and impact on teaching and learning. It is concluded that policy priorities can be established after consideration of these issues, and a coherent approach to educational technology may be developed. (20 references) | [FULL TEXT]

Higbee, Jeanne L., Ed.; Dwinell, Patricia L., Ed. (1996).  Defining Developmental Education: Theory, Research, & Pedagogy. NADE Monograph. 

This monograph presents seven papers on the research, and pedagogical aspects of developmental education and implications for a definition of developmental education. After an introductory paper by the editors, the papers are: (1) "The New Science: Connections with Developmental Education" (Dana D. Darby); (2) "Issues Affecting the Definition of Developmental Education" (Emily Miller Payne and Barbara G. Lyman); (3) "Enhancing Education Through Cooperative Learning" (Eleanor Myers); (4) "Effects of Learning Support on College Algebra" (Cheryl B. Stratton); (5) "Foundation for A Constructivist, Whole Language Approach to Developmental College Reading" (David C. Caverly and Cynthia L. Peterson); (6) "The Educational Experience of Nontraditional Age Female African American Students" (Sandra Karnei Chumchal); and (7) "Defining Developmental Education: A Commentary" (Jeanne L. Higbee). (Individual papers contain references.) | [FULL TEXT]

Higgins, Andrew (1992).  Rural Education and the Beginning Teacher. 

This paper addresses the major issues beginning teachers face in their first postings to rural areas in Australia. The issues go beyond pedagogy. Beginning teachers need to understand social factors affecting rural communities so they can link lessons to the realities experienced by students. Geographic isolation affects the provision of education in terms of time taken to travel, cost, terrain, and technology. Rural communities have groups that are socially isolated from each other and from the staff in schools. In order to teach effectively, teachers need to be aware of the social context of the community in which they live and work. Teachers in rural areas suffer from professional isolation and often confront teaching situations for which they have had little formal preparation. Communities in remote places often move quickly to adopt technological means to overcome their isolation. Teachers in rural areas need to identify and promote the media skills of students, not only to be able to use equipment, but also to analyze and comprehend the type and character of the message provided. A three-dimensional model for assessing education in isolated places includes types of isolation, ways of coping with isolation, and conditions affecting potential for change among the isolated. All three, when considered together, affect the form, quality, and extent of education in remote places. Institutions preparing teachers need to incorporate elements of preparation for rural teaching into their curriculum. | [FULL TEXT]

Higgins, John W. (1991).  Video Pedagogy as Political Activity.  Journal of Film and Video, 43, 3. 

Asserts that the education of students in the technology of video and audio production is a political act. Discusses the structure and style of production, and the ideologies and values contained therein. Offers alternative approaches to critical video pedagogy.

Hildebrand, Gaell M. (1998).  Disrupting Hegemonic Writing Practices in School Science: Contesting the Right Way To Write.  Journal of Research in Science Teaching, 35, 4. 

Challenges ways in which a positivist view of science has led to hegemonic discourse on writing to learn science and highlights contradictions in this discourse. Argues for pedagogy that draws on critical, feminist, and hegemonic pedagogies and incorporates affective, creative, critical, cognitive, and diverse language practices set within sociocultural contexts. Advocates hybrid imaginative genres in secondary school science. Contains 54 references.

Hildebrand, Gaell M. (1999).  Breaking the Pedagogic Contract: Teachers' and Students' Voices. 

When teachers try to dramatically change the "pedagogic contract" - the prevailing classroom norms - their efforts are frequently met by resistance from students. My central question is: what do students' and teachers' voices tell us about breaking the pedagogic contract through the use of creative/imaginative writing in science classrooms? This paper draws only on the analyzed interviews of five teachers and twelve students from their schools. It will show that it takes considerable strategic effort on the part of teachers to establish a new pedagogic contract. These teachers addressed resistance by being explicit about purposes, classroom processes and assessment practices. The voices of these students illustrate that the efforts of their teachers have been instrumental in re-framing the boundaries of the pedagogic contract: students will accept a shift in pedagogy if they can see a pay-off for themselves in terms of their learning outcomes and/or their enjoyment of the learning experience.   | [FULL TEXT]

Hiles, Timothy W. (1999).  Web Site Enhancement of Traditional Classroom Pedagogy. 

This paper describes the development of a World Wide Web site in an art history class at the University of Tennessee. The first section of the paper discusses digital technology in the art history classroom, including a comparison of the quality of digital images with slide projection. The second section describes a Web site created for a history of photography class that includes images, articles, a syllabus, reading list, and definition of terms. The next section addresses challenges in creating the site, including the instructor's lack of knowledge about creating a Web site, the amount of time involved, and cost; student involvement in order to overcome some of these obstacles is also covered. Copyright, specifically the legality of reproducing images and articles on the Web, is considered in the fourth section. The fifth section discusses student feedback and presents results of a poll of the class to determine use of the Web site, including frequency of use, method of access, and general response. It is concluded that the project was a success for all concerned. | [FULL TEXT]

Hill, Debbie (1998).  In Freire's Footsteps: Neo-liberal Hegemony and the Domestication of Education.  New Zealand Journal of Adult Learning, 26, 1. 

Suggests that a neoliberal view of the market as the model of human activity is a form of passive revolution. Advocates rereading of Freire's notion of conscientization as the basis of liberatory pedagogy that critiques prevailing practices and advances humanizing models.

Hill, Flo H.; And Others (1991).  Assessing the Relationship between Reflective Practice, Content Knowledge, and Teaching Effectiveness of Student Teachers. 

This study was conducted in order to determine the kinds of knowledge third grade teachers need to teach an effective unit and to determine the relationship between content knowledge and classroom performance. The research focused on the subject matter areas in which three student teachers believed they were most and least confident. Data for this study consisted of written comprehensive unit plans, classroom observations, and transcribed interviews collected over a 4-month period during the student teaching experience. The study compared one student teacher knowledgeable in science and social studies, who could use education coursework to tie together content knowledge and pedagogy, and two student teachers with little knowledge of the topics and concepts they were to teach in physical education, art, and social studies. The results of the study suggest that an informed knowledge of student teachers' abilities in planning and teaching can result in preservice training wherein students are helped to: (1) integrate content knowledge and content specific pedagogical skills; (2) identify critical concepts and principles within the content; (3) see the relationships among the elements; and (4) apply this learning in a school setting. Fifty pages of tables, a list of 28 references, and appendixes containing the "System for Teaching and Learning Assessment and Review" and interview questions are included. | [FULL TEXT]

Hill, Lisa L. (1998).  Bearing Witness to Differends: Virginia Woolf and Postmodern Composition Pedagogies. 

Borrowing from Heidegger and following Pamela Caughie and Victor Vitanza, the work of Virginia Woolf can be linked to composition pedagogies to ask: "What are composition instructors still not thinking in relation to the postmodern?" An answer may be found through postmodern rereadings of Woolf's "A Room of One's Own" and postmodern rereadings of rhetoric and composition theory and pedagogy. These rereadings of Woolf and the questions that such rereadings raise will then help argue for and valorize postmodern composition pedagogies that turn (trope) against "teaching composition" and allow for an ethical "letting learn." Caughie's rereading of Woolf tacitly explores the ethical dimension of Woolf's work, located in her deconstructive style of writing. Like Caughie, Vitanza, too, is interested in paratactic linking and postmodern thinking, and he argues that it is through an understanding of language games that participants can figure out which games play to win and which games play to keep the game going. Vitanza's project has much in common with the work of Woolf, whose "A Room of One's Own" saw as its project a desire to create a space for the women writers who had been left out of prose histories. In this work she lays out her desire, and it is in her "ways of proceeding," her aesthetic politics, as she puts this desire before readers that her paraethics (or libidinized ethics) are revealed. A current that can be figured as the metonymy of an affirmative desire runs through the book, and it is this current that allows for "letting learn."

Hill, Margaret H.; Beers, G. Kylene (1993).  Teachers as Readers: Survey of Teacher Personal Reading Habits and Literacy Activities in the Classroom. 

A study examined how reading teachers' reading habits impacted their teaching practices. Subjects, 625 teachers who attended the Book and Author Luncheon at the 1993 International Reading Association in San Antonio, completed a survey. Teachers represented all 50 states and Canada. Results indicated that: (1) the majority of the teachers viewed themselves as avid readers who read many books and kept up with professional journals; (2) few teachers read journals about book lists and reviews on a regular basis; (3) they are still very concerned about the discrepancy between reading/writing instructional outcomes in the classroom and the competency based minimal skills testing; (4) their reading pedagogy was based upon what they know good readers do rather than explicitly including methods which would motivate reluctant readers; and (5) they knew least about working with aliterate or unmotivated readers. Findings suggest that as instruction is changed to accommodate the aliterate/reluctant reader, it might be beneficial to include more nonfiction, more active, hands-on learning literacy activities, and more reader response fostering reading/writing as a social activity. | [FULL TEXT]

Hill, Michael (1991).  The Cultural Politics of Expression: A Qualified Critique of Freewriting. 

Freewriting, according to Peter Elbow, is based on an equal affirmation of the student's experience, and his or her right to ground behaviors and writing in those experiences. Insofar as the term "free" in freewriting can be linked to a notion that expression is an event which occurs between a socially and culturally autonomous subject and him/herself, however, freewriting becomes a disciplinary technique. Bringing cultural politics to bear on the deceptively innocent association between "freedom" and "writing" does not mean, however, that freewriting itself must be entirely dismissed. Freewriting in a cultural context might transform into strategic rewriting, where students engage their voices critically as a way of enabling a voice, positioning and re-positioning themselves on the borders of their own highly contextualized communication. Stanley Aranowitz and others seek a pedagogy that replaces the authority of both rhetorical recitation and its co-ordinate opposite, autonomous expression, so that the possibility of practicing difference (fraying the boundaries of "freedom" and "expression" by making known the cultural politics that inform them) emerges. These are the challenges culturally displaced students bring to writing teachers today.

Hill, Susan E.; Fitzgerald, Linda May; Haack, Joel; Clayton, Scharron (1998).  Transgressions: Teaching According to "bell hooks."  Thought & Action, 14, 2. 

Four faculty members from different disciplines at the University of Northern Iowa discuss whether and to what extent they were engaging in the critical pedagogy proposed by bell hooks [sic], a writer on feminism, racism, pedagogy, and black intellectual life. They also consider the ways in which hooks's work informs their understanding of teaching and learning.

Hill, Susan; Louden, William (1999).  Literacy Development in the First Year of Schooling. 

Drawing on the research study, "100 Children Go to School: Connections between Literacy Development in the Prior to School Period and the First Year of Schooling," conducted from 1996-1998 by a team made up of Susan Hill, Barbara Comber, William Louden, Judith Rivalland, and Jo-Anne Reid, this paper discusses the findings of the study, poses questions about universal, sequential linear notions of literacy development, and raises issues to do with literacy pedagogy. According to the paper, the study explored the connections and disconnections among three distinct social spaces through which young children move--home, preschool, and school. The paper links connections and disconnections children make between home and school to the repertoires and knowledge children already have. It states that the case studies suggest that success in playing the institutional game of schooling is contingent upon students using the social and cultural capital they have acquired from home, and also upon teachers' ways of building on children's different resources. The paper endorses culturally inclusive curriculum and pedagogy, rather than children's success with literacy being contingent upon what children already have experienced prior to schooling. It advocates a review of current literacy curriculum and pedagogy to examine school practices in terms of cultural inclusivity. | [FULL TEXT]

Hilliard, Asa G. (1997).  Annotated Selected Bibliography & Index for Teaching African-American Learners: Culturally Responsive Pedagogy Project. 

This annotated bibliography and index presents nearly 2,000 references that are substantially unique to African or African American teaching and learning. Designed to support teacher education, the bibliography features references that were chosen if they were culturally relevant, recognized the African or African American experience, and drew from the cultural experience of African and African American people. References also had to contribute to the enhancement of teaching and learning, had to be based on empirical research, and had to employ rigorous scholarly analysis, synthesis, and/or theory. Topics included in the index are: African culture; anthropology; bi-racial, inter-racial issues; criminal justice, violence, gangs; curriculum; economics; gender issues; general and miscellaneous; health; history; learning styles and teaching styles; linguistics, language, ebonics; literature and literary criticism; media and popular culture; methodology and pedagogy; philosophy; political science; power teaching/power schools; psychology; racism, bias, and oppression; rites of passage and traditional education; schools, administration, general education issues; science; sex and sexuality; sociology; special education; and spirituality and religion. | [FULL TEXT]

Himley, Margaret; And Others (1996).  Answering the World: Adult Literacy and Co-Authoring.  Written Communication, 13, 2. 

Provides reflections on the work of four writing teachers in a neighborhood adult literacy center to understand better the potential "violence" of literacy learning, to reassess assumptions of expressivist pedagogy, and to turn to M. Bakhtin and M. Foucault as interpretive frames for theorizing adult literacy learning. Proposes "coauthoring" as the central concept that the teachers taught.

Hinchey, Patricia H. (1998).  Finding Freedom in the Classroom: A Practical Introduction to Critical Theory. Counterpoints, Volume 24. 

This book introduces critical theory, providing a practical starting point for teachers interested in exploring alternatives for creating a new kind of classroom experience, both for themselves and their students. Critical theory offers most educators an approach to education that is radically different from the norm. This book provides the critical theorist's vision of a better world through a different kind of education. The eight chapters are as follows: (1) Who Cares? Why Theory--And Critical Theory in Particular--Matters; (2) Unpacking "The Way it Is": Constructed Consciousness and Hegemony; (3) Rethinking What We Know: Positivist and Constructivist Epistemology; (4) Rethinking Ed Psych 101: Instrumental Rationality and Post-Formalism; (5) Rethinking Authority: Cultural Capital. (6) Rethinking Agendas: Social Reproduction and Resistance; (7) Refocusing: Critical Consciousness/Conscientization; and (8) So After Theory, What? Praxis and Empowerment.

Hindman, Jane E. (1993).  Integrating the Voices: Writing as Healing as the Way to Constructed Knowledge for Basic Writers. 

Viewing writing as a way to heal wounds and even reconstruct past experiences also helps heal the composition discipline's dichotomy between the academic and the personal, the self and the institution. Academicians are not the only writers undermined by this perceived separation: most incoming university students, in particular basic writers, believe that college writing should be objective and dispassionate in its subject matter and approach. Parallels can be drawn between the composition discipline's notions of discourse and pedagogy and the notions of how epistemological perspectives shape attitudes toward language and authority as presented in the book "Women's Ways of Knowing: The Development of Self, Voice, Mind." Specific techniques that promote healing through writing, techniques that facilitate the integration of the subjective perspective and the received knowledge perspective essential to constructed knowing are: (1) recognizing windows of opportunity for writing as healing; (2) recognizing when to back off from healing as a goal; (3) achieving connected conferencing with the techniques of "disciplined subjectivity" and "participant observer"; and (4) using metacognitive questionnaires to get closure on the cycle of healing. Such activities suggest positive steps to take to answer the call for a view of academic discourse that incorporates personal expressive writing. (A metacognitive questionnaire is attached.) | [FULL TEXT]

Hindman, Jane E.; And Others (1995).  (In)Visible Step Sisters: Stories of Women Teaching Composition. 

In separate but overlapping narratives, 3 women composition teachers ponder some of the challenges female instructors face in defining their role for themselves and the students they teach. Students and women instructors both experience considerable confusion over what role the woman instructor fills; both parties view her too often not only as a teacher but as a mother too. Teachers, meanwhile, too often find themselves accepting these extra, motherly responsibilities. They feel too much for their students and assume too much responsibility for the quality of their work. This confusion suggests how important it is for women teachers to invent new roles for themselves, roles that are appropriate to them, specifically as women. Could women instructors think of themselves as midwives, people who assist others but can only, by definition of their role, do so much, people who cannot be blamed for failures? Perhaps, but midwives are not widely respected in Western culture and, being women, are not adequately paid for their work. Still, the effort to generate an alternative model is worthwhile. Some recent directions in writing classroom pedagogy present additional, though related, difficulties for women. A male, assuming the position of the student-centered teacher, deliberately relinquishes authority and earns student respect for this move, but when a women assumes the same position, she is giving nothing up, only doing what is expected to her: to be silent. | [FULL TEXT]

Hinds, Mark (1998).  Teaching for Responsibility: Confirmation and the Book of Proverbs.  Religious Education, 93, 2. 

Argues that current views of the teacher and approaches to teaching impede the confirmation event and may contribute to the flight of young people post-confirmation. Considers a pedagogy discerned through a reading of the Book of Proverbs that promises to honor the agency of both teacher and learner and serve the goal of confirmation.

Hinnefeld, Joyce (1995).  Stepping onto the Tightrope: Feminism, Critical Pedagogy, and the Idea of Transformative Texts. 

Much has been written about evaluating student writing in the composition classroom, but there is still a tendency, in the creative writing classroom, to enact unanswered assumptions about what makes a story or a poem "good." If experimental or postmodern fictional writing is not inherently apolitical, neither is it inherently political, subversive, transformative--in other words "good" writing. It should be given the scrutiny that will reveal the profound cultural, epistemological, maybe even ontological challenge that, according to E. Garber, is present within "good" works of this kind. And it should not be automatically privileged over more representational writing--what some call realistic or traditional writing--simply on the basis of its form. It must be acknowledged that experimental works do not necessarily offer a more serious challenge to the status quo, a greater transformative power, than do representational works that, in Garber's words, "don't represent correctly." It is possible to use traditional or representational forms to new ends. What are the "texts that women are actually reading and writing?" Sindiwe Magona writes from her own experience in South Africa. But in the wake of poststructuralism, words like "experience," of course, become problematic--as the individual's "experience" or position as a "subject" becomes solely a product of language. Rita Felski argues that feminist theorists must "develop an analysis of the subject that is able to account for the emancipatory potential of the women's movement as a politics that has been strongly grounded in the dynamics of everyday life." | [FULL TEXT]

Hinrichs, Donald W. (1990).  Teaching Communication Skills in the Context of Introductory Sociology.  Teaching Sociology, 18, 1. 

Examines the hypotheses that students need to improve communication skills and that an innovative pedagogy is more effective than traditional methods for improving communication skills. Describes the teaching pedagogy and its implementation in an introductory sociology course. Results suggest that this pedagogy is more effective than conventional pedagogies.

Hirabayashi, Lane Ryo, Ed. (1998).  Teaching Asian America: Diversity and the Problem of Community. 

This collection of essays examines the wide range of approaches and emphases within the teaching of Asian American Studies (AAS), offering constructive insights into the tensions between diversity and community and into the different dimensions of AAS. After an introduction by L. R. Hirabayashi, the anthology is divided into two parts. Part 1, "Embracing Diversities," includes the following essays: (1) "Queer/Asian American/Canons" (D.L. Eng); (2) "Teaching Asian American History" (G.Y. Okihiro); (3) "'Just What Do I Think I'm Doing?' Enactments of Identity and Authority in the Asian American Literature Classroom" (P.A. Sakurai); (4) "The Case for Class: Introduction to the Political Economy of Asian American Communities in the San Francisco Bay Area" (B. Kobashigawa); (5)"Critical Pedagogy in Asian American Studies: Reflections on an Experiment in Teaching" (K. Osajima); (6) "Unity of Theory and Practice: Integrating Feminist Pedagogy into Asian American Studies" (D.C. Fujino); (7) "Contemporary Asian American Men's Issues" (J.W. Chan); (8) "Teaching Against the Grain: Thoughts on Asian American Studies and Nontraditional Students" (R.J.S. Ku); and (9) "Reflections on Diversity and Inclusion: South Asians and Asian American Studies" (M.S. Khandelwal). Part 2, "Reconsidering Communities," presents the following essays: (1) "A Contending Pedagogy: Asian American Studies as Extracurricular Praxis" (L.H.Y. Kang); (2) "Reflections on Teaching About Asian American Communities" (T.P. Fong); (3) "Psychology and the Teaching of Asian American Studies" (R. Liem); (4) "Beyond the Missionary Position: Reflections on Teaching Student Activism from the Bottom Up" (E.W. Wat); (5) "Vietnamese American Studies: Notes Toward a New Paradigm" (C.H. Chuong); (6) "Empowering the Bayanihan Spirit: Teaching Filipina/o American Studies" (E.P. Lawsin); (7) "Building Community Spirit: A Writing Course on the Indian American Experience" (R. Rocher); (8) "Teaching the Asian American Experience through Film" (J. Xing); (9) "Teaching Asian American Studies in Community Colleges" (S. Ling); and (10) "The Politics of Teaching Asian American Literature Amidst Middle-Class, Caucasian Studies "East of California" S.M. Ma). An appendix offers "Resources for Innovation/Excellence in Teaching: A Select, Annotated Bibliography" (M. Collier and L.R. Hirabayashi).

Hird, Myra J. (1998).  Theorising Student Identity as Fragmented: Some Implications for Feminist Critical Pedagogy.  British Journal of Sociology of Education, 19, 4. 

Explores narratives given by a group of British students on their future career aspirations, attending particularly to diversity. Offers an analysis of the self that is highly fractured, and reveals that inner diversity may account for contradictory student narratives. Suggests implications for an alternative feminist critical pedagogy that incorporates diversity of the self.

Hirsch, E. D., Jr. (1996).  Reality's Revenge: Research and Ideology.  American Educator, 20 n3 p4-6, 31-42. 

Argues that politics and ideology have clouded the debate over education policy and hindered efforts to create the quality schools need most. Questions whether scientific research can help in creating students with "higher-order thinking." Discusses the consensus of research on pedagogy, classroom environment, pace, clarity, managing and monitoring, and drill and practice.

Hirvela, Alan (1997).  "Disciplinary Portfolios" and EAP Writing Instruction.  English for Specific Purposes, 16, 2. 

Describes the contributions portfolios can make within a discourse community awareness framework through a "disciplinary portfolio" pedagogy. Outlines the case for such a pedagogy and describes a teaching situation in which the disciplinary portfolio has been employed within an English for academic purposes context. (34 references)

Hitt, Fernando, Ed.; Santos, Manuel, Ed. (1999).  Proceedings of the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (21st, Cuernavaca, Morelos, Mexico, October 23-26, 1999). 

This two volume collection of proceedings contains working group reports, research reports, oral reports, poster session reports and discussion group reports presented at PME-NA 21. Only the plenary and research reports are full reports; the others are brief abstracts. Full reports include: (1) "Representation, Vision and Visualization: Cognitive Functions in Mathematical Thinking. Basic Issues for Learning" (Raymond Duval); (2) "On the Development of Human Representational Competence from an Evolutionary Point of View: From Episodic to Virtual Culture" (James J. Kaput); (3) "Representation and Evolution: A Discussion of Duval's and Kaput's Papers" (Patrick Thompson); (4) "The Role of Visual Representations in the Learning of Mathematics" (Abraham Arcavi); (5) "Concept and Representation in the Research on Probability Education" (Ana Marza Ojeda Salazar); (6) "On Representations and Situated Tools" (Luis Moreno Armella); (7) "Language Use in Embodied Action and Interaction in Knowing Fractions" (Thomas Kieren); (8) "The Use of Technology as a Means to Explore Mathematics Qualities in Proposed Problems" (Manuel Santos Trigo); (9) "Rethinking Representations" (Luis Radford); (10) "On Visualization and Generalization in Mathematics" (Norma C. Presmeg); (11) "School Algebra: Theory and Practice" (Eugenio Filloy, Teresa Rojano, James Kaput, Carolyn Kieran, Luis Puig, and Tenoch Cedillo); (12) "Social and Cultural Contexts in Mathematics Pedagogy (Yolanda de la Cruz); (13) "Determining Linearity: The Use of Visualization in Problem Solving" (Despina A. Stylianou and Ed Dubinsky); (14) "Mathematical Representation of Money Interest" (Youngyul Oh); (15) "The Notation Students Develop to Express a Rule" (Carol W. Bellisio and Alice S. Alston); (16) "Professionals Read Graphs (Imperfectly?)" (Wolff-Michael Roth); (17) "Spreadsheet and Composition of Functions" (J. Armando Landa H. and Sonia Ursini); (18) "Investigating Students' Developing Concept of Rate" (Susan Nickerson and Janet Bowers); (19) "A Conceptual Network for the Teaching-Learning Process of the Concept of Volume" (Mariana Saiz and Olympia Figueras); (20) "The Teacher's Role in Supporting Students' Development of Statistical Reasoning" (Kay McClain); (21) "Cross-National Comparisons of Representational Skill for Problem Solving" (Mary E. Brenner); (22) "Variations in Preference for Visualization among Mathematics Students and Teachers" (Norma C. Presmeg); (23) "The Little Teacher: A Student Role in Mathematics Small Groups" (Kathy M.C. Ivey and Sharon B. Walen); (24) "Narration as a Tool for Analyzing Beliefs on Calculus -- A Case Study" (Guenter Toerner); (25) "Writing about Mathematics in a Secondary Methods Course (Kate Masarik); (26) "A Web-Based Database of Problems and Practices and Real Communities of ESP Teachers and Students" (Eric Hsu). | [FULL TEXT]

Hochman, Will (1993).  The Legacy of Richard Hugo in the Composition Classroom. 

Richard Hugo's thinking about teaching creative writing can enhance the composition classroom: he offered both practical pointers about writing and advice about self-discovery for all writers. His pedagogy was directed at the most common elements in all writers--their humanity and their relationships to language, ideas, and feelings. "The Triggering Town" was published in 1979 as a collection of a poet's literary essays. It soon became a popular text in creative writing classes because it was useful for both teachers and students. Hugo believed that all students could write at least one "great" poem or story (relative to each writer's abilities and experiences). One of his best methods was explaining how "triggering" thinking could enable a writer to find out what he or she really needs to say. He stressed the idea that the subject should serve the words and that good language skills created more possibilities for individual thinking and feeling. Hugo maintained that emotional honesty is the real source of a teacher's authority. A composition teacher reports that doing his own writing assignments help him to believe in his own emotional honesty. "Metawriting" (telling the story of how an essay was written) can help students to construct the real foundation of a writing process. It is stated that Hugo's belief that creative writing classes can affirm each student's humanity is true of all writing classes. | [FULL TEXT]

Hodge, Bob (1995).  Monstrous Knowledge: Doing PhDs in the New Humanities.  Australian Universities' Review, 38, 2. 

The effects of the knowledge revolution on the disciplinary structure of the humanities and social sciences are examined, particularly as they concern pedagogy surrounding the doctoral degree, the highest level of accreditation for university teaching. Potential changes in the doctoral dissertation are discussed in this context. Application of the term "postmodern" to these trends is also considered.

Hodgetts, Colin, Ed. (1997).  Creating a Campus for Small Schools: New York City's Answer to Failing High Schools. A Seminar with Ann Cook. 

In 1993, New York City tried a different way of changing failing schools. A large failing high school was closed, and in its place were created four small high schools, a small elementary school, an infant and toddler program, a day care center for children of adolescent parents, and a medical clinic. Over a period of 3 or 4 years the building was emptied; the students who were there as first-year students stayed on until they graduated, but there were no new-entry students into that high school. The students who would have gone to that school went to the new schools. Initially, the new schools were not located in the big building. In time the large building was redesigned to house all the new schools and programs. The schools within the building are totally autonomous: they have their own curriculum, student body, parent group, faculty, and mission. A building council decides how to share certain common resources and draw on some of the benefits of numbers without experiencing the disadvantages of large schools. Students are exposed to adult conversation, mixed-aged grouping is utilized, and teachers are allowed to figure out what works. Pedagogy relies on conversation and seminars instead of conventional lectures. Twice a year there are projects involving all staff and students, and on certain days, students visit universities. Students learn to research and analyze issues and write papers on any subject. Ninety-four percent of students go on to college. Appendices present the principles of the Coalition of Essential Schools, the Center for Collaborative Education, and Human Scale Education. | [FULL TEXT]

Hodgkins, Deborah (1993).  Constructive/Constructing Dialogue: Students, Teachers and the "Self" in the Writing Classroom. 

As current scholarship in composition is becoming increasingly influenced by post-structuralist theories of discourse, two approaches to teaching freshman composition compete with one another. At the heart of the controversy lies the question of the place of academic discourse in this pedagogy. The social constructionist approach (supported by David Bartholomae) focuses on academic writing as the real work of the academy, finding that the most "empowered" writers are those who can take authority with their relation to the past by interacting with other texts. The expressivist approach (supported by Peter Elbow) focuses on classrooms where students can clear out a space for themselves and "own" their work, a classroom where students can be free from the institution. The difficulty for the composition teacher is to reconcile what is appealing about both views, as a review of current composition theorists demonstrates. Introducing the terms of the conflict and the politics surrounding the teaching of academic discourse to students in the writing classroom allows students themselves to explore solutions out in the open. Without expecting students to develop an expertise in theory, the issues at stake can be introduced and students can be asked to consider how they imagine their own "selves" and the relation of those selves to language and the community. | [FULL TEXT]

Hoffmann, Berno (1997).  Fehlt Jungen- und Mannerforschung? Zur Theorie moderner Geschlechtersozialisation (Is There a Lack of Research on Boys and Male Adults? On the Theory of a Modern Socialization of the Sexes).  Zeitschrift fur Padagogik, 43, 6. 

Inquires whether educational science lacks research on boys and male adults. Contrasts arguments that there is a lack of research on males, with suggestions that such research already exists. Advances a theory of a modern socialization of the sexes and uses it to develop a critical pedagogy of the sexes.

Hogan, David (1990).  Modes of Discipline: Affective Individualism and Pedagogical Reform in New England, 1820-1850.  American Journal of Education, 99, 1. 

Examines the development of the "New England pedagogy." Finds that it began in response to the materialism and ambition of Jacksonian America. It sought to cultivate the capacity for individual self-government and to counter the commercialization of the classroom.

Holberg, Jennifer L.; Taylor, Marcy M. (1996).  Apprenticeship versus Partnership: Graduate Students as Administrators.  [Composition Chronicle: A Newsletter for Writing Teachers] 

In recent years, traditional teacher training programs for graduate teaching assistants which value a rather narrow definition of academic work have produced a limiting path of professionalization. The problem can no longer be figured as a matter of emphasis--should more training resources be directed toward pedagogy instead of content area scholarship?--but rather as a failure of definition, a misreading of the profession. Graduate students are treated as preprofessionals. It is assumed that they need not (and perhaps cannot and will not) assume full responsibility for teaching or for developing their own pedagogical methods/materials, their own theories of writing and education, nor their own professional sense of place. The English Department at the University of Washington believes that its experience with teaching assistants offers a valuable alternative to the traditional apprenticeship model. At the University of Washington, graduate students have a variety of courses they can teach and a similarly extensive range of administrative roles in which they can participate. For example on the expository writing committee, graduate students, who are elected by their peers, work with faculty committee members in such tasks as selecting textbooks for 100-level composition courses and inviting nationally known scholars in pedagogy to speak on campus. Other opportunities to work as administrators are with the Educational Opportunity Program and the computer-integrated composition program. | [FULL TEXT]

Hollins, Etta R., Ed. (1996).  Transforming Curriculum for a Culturally Diverse Society. 

This book is primarily designed for graduate courses in curriculum development and theory, and aims to assist practitioners in facilitating the shift in public school curriculum to accommodate large-scale trends toward a more culturally diverse society. In Part 1, the ideologies and values that form the basis of school practices are examined from several different perspectives. After an introductory chapter by Etta Hollins, chapters include "Fundamental Considerations: The Deep Meaning of Native American Schooling, 1880-1900" (David Wallace Adams), "Multiculturalism and an Overarching Framework of Values: Some Educational Responses for Ethnically Plural Societies" (Jerzy Smolicz), and "Multicultural Education: For Freedom's Sake" (James A. Banks). Part 2 focuses on specific issues surrounding curriculum planning, and includes "The Practical 4: Something for Curriculum Professors to Do" (Joseph J. Schwab), "Dialogue: Schwab's 'Practical 4' and Its Corroboration in Recent History" (Henrietta Schwartz), and "Curriculum In and Out of Context" (Catherine Cornbleth). In Part 3, the authors introduce curriculum differentiation based on culture and social class. Chapters include: "Lessons (in Identity) Learned From the Competing Curriculum: Some Thoughts" (Curtis Branch); "Social Class and the Hidden Curriculum of Work" (Jean Anyon); "Toward a Culturally Based Pedagogy: A Case Study of One Yup'ik Eskimo Teacher" (Jerry Lipska); and "Welcome to My House: African American and European American Students' Responses to Virginia Hamilton's 'House of Dies Drear'" (Linda A. Spears-Bunton). A final section reviews the practices and functions of assessment and evaluation in "Performance-Based Assessment and Educational Equity" (Linda Darling-Hammond) and "Social Evaluation of Curriculum" (Michael W. Apple and Landon E. Beyer). (Individual chapters contain references.)

Hollins, Etta R., Ed.; And Others (1994).  Teaching Diverse Populations: Formulating a Knowledge Base. SUNY Series "The Social Context of Education." 

This book presents current knowledge about teaching culturally diverse populations that are traditionally underserved in U.S. schools. Such ethnic minority populations include African Americans, Appalachians, Native Alaskans, Native Americans, and Latin Americans. Part 1, "Shaping a Vision for the Schooling of Diverse Populations," challenges many contemporary practices in education. Part 2, "Developing a Holistic View of Schooling for Diverse Populations," reviews the literature on the education of these ethnic minority groups. Part 3, "Taking a Closer Look at Schooling for One Sociocultural Group: African Americans," examines the literature and explores implications for this particular group. The following papers are included in the collection: (1) "Cultural Congruence in Instruction" (Kathryn H. Au and Alice J. Kawakami); (2) "The Purpose of Schooling for African American Children: Including Cultural Knowledge" (Joyce E. King); (3) "Teaching for Change in Appalachia" (Rebecca Eller-Powell); (4) "Culturally Responsible Pedagogy in Action: An American Indian Magnet School" (Cornel D. Pewewardy); (5) "Attributes of Effective Schools for Language Minority Students" (Eugene E. Garcia); (6) "Teaching and Learning in Puerto Rican/Latino Collaboratives: Implications for Teacher Education" (Maria E. Torres-Guzman et al.); (7) "Who Will Teach Our Children: Preparing Teachers To Successfully Teach African American Students" (Gloria Ladson-Billings); (8) "Benchmarks in Meeting the Challenges of Effective Schooling for African American Youngsters" (Etta R. Hollins et al.); (9) "Understanding the African American Learner" (Barbara J. Shade); (10) "New and Prevailing Misconceptions of African American English for Logic and Mathematics" (John Baugh); (11) "Ethnic Identity as a Variable in the Learning Equation" (Curtis W. Branch); (12) "Effective Black Teachers: A Literature Review" (Michele Foster); and (13) "Afrocultural Expression and Its Implications for Schooling" (A. Wade Boykin).

Hollins, Etta R.; Spencer, Kathleen (1990).  Restructuring Schools for Cultural Inclusion: Changing the Schooling Process for African American Youngsters.  Journal of Education, 172, 2. 

Advocates universal cultural inclusion as a part of school restructuring, especially for African Americans. Recommends methods and curricula responsive to the home culture and supportive of a positive identity. Includes excerpts from interviews with African American students in a mostly White urban school district.

Hollis, Karyn L. (1992).  Feminism in Writing Workshops: A New Pedagogy.  College Composition and Communication, 43, 3. 

Offers suggestions on ways to introduce a workshop audience (of faculty, teaching assistants, or new composition instructors) to composing as women. Discusses classroom structure, teaching the composing process, the rhetorical situation, designing writing assignments, teaching expository form, using peer review groups, responding to drafts, teaching grammar and mechanics, and feminist epistemology in the disciplines.

Holloway, Susan D. (1999).  Divergent Cultural Models of Child Rearing and Pedagogy in Japanese Preschools.  New Directions for Child and Adolescent Development. 

Notes survey findings highlighting the great diversity of Japanese preschools in terms of teachers' norms, expectations for children, and teaching methods. Discusses three distinct patterns of early schooling, particularly preschools that emphasize academic preparation within a large-group context characterized by strict discipline and few opportunities for interaction with peers.

Holmberg, Carl (1994).  Policies, Technologies or Pedagogy. Ways of Developing the Distance Education Field in Sweden. 

Sweden has a long tradition of using distance education, because its inhabitants are widely scattered, especially in rural areas. Before the 1960s, distance education was well organized and centralized. During the 1960s, however, other types of continuing education were subsidized, but distance education was not, leading to a decrease in the number of distance education students and the decentralization and fragmentation of the system. Today, technology is bringing about a resurgence of distance education, usually conducted by the universities. Computer access is almost universal throughout the school systems, and about 15 percent of the households now have computers. Telephones, cellular telephones, and faxes are widespread. Picture telephones are available but not yet widespread, and video conferencing has been in use and steadily increasing for the past 5 years. Even with the use of such technology, however, the most prevalent methods for teaching students remain meetings either on or off campus. As the number of people continuing education after high school increases, technology is expected to play an increasing role by facilitating more widespread and more comprehensive distance education. | [FULL TEXT]

Holmes, Tony (1992).  Early Childhood Teacher Education in Australia. 

This report attempts to inform those working in early childhood teacher education (ECTE) in New Zealand of some recent developments in the field in Australia. The Australian government recently required all colleges of advanced education (CAEs), which are part of the ECTE system, to amalgamate with existing universities or reform themselves as new universities. The 4-year Bachelor of Education degree is becoming the norm for teacher education. These amalgamations of CAEs and universities have resulted in a takeover of ECTE by universities, with many programs reorganized in line with university structures, and this takeover threatens the philosophy, curricula, and pedagogy of early childhood education, and has lead to lower standards, funding cuts, increased workloads, and more centralized control of ECTE in Australia. These developments have serious implications for ECTE in New Zealand, each one of which is briefly specified and described. Appendixes include: (1) a glossary of terms and nomenclature related to early childhood education services in Australia; (2) a list of interviewees and information providers; (3) a set of guidelines for questioning staff from ECTE programs; (4) examples of early childhood and childcare courses in Victoria; (5) a history of early childhood courses at selected institutions; (6) a list of ECTE courses at Australian institutes and universities; and (7) practicum and assessment requirements at selected institutions. | [FULL TEXT]

Holt, Mara (1993).  Knowledge, Social Relations, and Authority in Collaborative Practices of the 1930s and the 1950s.  College Composition and Communication, 44, 4. 

Examines collaborative pedagogy in English departments in the United States in two contrasting decades, the 1930s and the 1950s. Focuses on the practices discussed in three English journals: "English Journal,""College English," and "College Composition and Communication."

Holt-Reynolds, Diane (1993).  When "I Loved Your Course!" Is Bad News: The Case of Jeneane. Craft Paper 93-1. 

A study was conducted to examine how undergraduates with little or no field experiences in school classrooms make sense out of university course work. This document presents the story of one preservice teacher, Jeneane, a 22-year old woman preparing to teach English. Jeneane's learning from a teacher education course should be a tale replete with conflict and struggle ending in a climactic moment of either rejection of course ideas or development of new understandings. It is not. Instead, it is an account of how one highly motivated, thoughtful, and bright preservice teacher engaged positively in professional study without ever noticing or reacting to major discrepancies between her beliefs and those her professor affirmed. Interview data shed light on the process she used to interact with course work, without identifying conflicting theories of how students learn or noticing that her rationales for embracing course ideas differed from her professor's. Jeneane's case suggests a series of responsibilities that teacher educators may consider incorporating into a pedagogy for preservice teacher education. Contains 13 references.  | [FULL TEXT]

Hones, Donald F. (1999).  U.S. Justice? Critical Pedagogy and the Case of Mumia Abu-Jamal.  TESOL Journal, 8, 4. 

Describes a problem-posing, content-based approach that offers English-as-Second-Language students and teachers an opportunity to exercise critical perceptions of each other and the world around them within the context of academic language study.

Hood, Stafford (1998).  Assessment in the Context of Culture and Pedagogy: A Collaborative Effort, a Meaningful Goal. Introduction and Overview.  Journal of Negro Education, 67, 3. 

The articles in this special theme issue discuss the relevance and effectiveness of strategies for developing assessments with students and teachers of color as the focal point. They contribute to a critical discourse on the potential of culturally responsive performance-based assessments.

Hood, Sue; Joyce, Helen (1994).  Reading in the Adult ESL Curriculum and Classroom.  Prospect, 10, 2. 

Recent attention to the teaching of reading in adult English- as-a-Second-Language courses has prompted us to trace the major shifts in reading pedagogy that have occurred in the Adult Migrant English Program. Reference is made to some key resources and research that have reflected and shaped practice in the teaching of reading. (21 references)

Hopkins, Richard L. (1994).  "Like Life Itself": Narrative and the Revitalization of Educational Practice. 

This paper describes the efforts to use contemporary ideas about narrative to rethink educational practice at the level of "root metaphor," (Stephen Pepper) and argue that "narrative schooling" might revitalize the actual processes of schooling. There is a concern that, especially at the secondary level, public schools are experience-averse in all essential qualities, in compulsory institutional status, in the way in which human and material resources are administered, in the manner in which classrooms are organized and managed and teaching is conducted, and in the entire elaborate system of student classification, assignment, and assessment. To correct these conditions, this paper proposes a theoretical formulation called reconstructive query, based on ideas drawn from John Dewey, the U.S. philosopher Justus Buchler, phenomenological thought, and the works of a number of other post-modernist thinkers. Reconstructive query is the theoretical latticework of an experiential alternative to mechanistic schooling. It sets forth the minimum conditions for a nonpsychologistic pedagogy whose purpose is to open up the world to the classroom and the classroom to the world. This process brings the learner's habits under stress, forcing adaptive revisions. The purpose of schooling in this conception is change and development, rather than the mastery of subjects as such. In such a system, the use of narrative connects theory and practice. The central organizing instrumentality for the program described is an emergent portfolio developed and maintained by the student in any available medium or media). Contains a 35-item bibliography. | [FULL TEXT]

Hopmann, Stefan; Riquarts, Kurt (1995).  Starting a Dialogue: Issues in a Beginning Conversation between Didaktik and the Curriculum Traditions.  Journal of Curriculum Studies, 27, 1. 

Provides an introduction to the German educational theory of didaktik. Didaktik emphasizes critical thinking incorporated into content instruction. Although originally developed in the 19th century, didaktik has enjoyed renewed popularity within the last 10 years. Discusses the history of the theory and its impact on U.S. pedagogy.

Horner, Bruce (1992).  Re-inventing the Epistemic Approach: Continuing a Resistant Tradition. 

The contradictory reception given the epistemic approach to composition pedagogy results from a resistance to simple transmission which is built into the approach, so that the approach is constantly re-invented by its practitioners. According to the epistemic approach, truth is dynamic rather than static, and thus continually being re-invented rather than discovered. Thus, if the epistemic conception is correct, a teacher cannot teach epistemic rhetoric by just handing out statements explaining the position. Instead, the epistemic rhetoric consists of a "resistant" tradition in three ways: it resists identification of itself; it teaches students to resist knowledge as statically conceived; and it even resists the notion of resistance as a method. Resistance takes the form of a two-fold movement: articulations of epistemic philosophy, but framed in ways which resist reification of that philosophy. This two-fold movement is illustrated in the works of Bill Coles and David Bartholomae, who both resist "received," static knowledge. Both have also discouraged other teachers from taking their works as blueprints by sometimes publishing in nonconventional forms. Finally, both write in densely textured styles requiring active readerly participation. The resistance to ready formulation which typifies both of these writers has made their work unusually liable to contradictory interpretations. Thus, compositionists should question the means by which traditions in teaching have been traced or identified. (Forty references are attached.) | [FULL TEXT]

Horner, Bruce (1995).  Writing Down the Songs: Teaching Conflicts in Music and English.  Writing on the Edge, 6, 2. 

Draws on Gerald Graff's work on conflicts over canonicity, pedagogy, and academic institutional structures to investigate ways of handling teacher-student tension over the use of popular songs in the classroom. Discusses two versions of a writing assignment dealing with such tension and what each assignment implies about the course's underlying theoretical position.

Hotelling, Kirstin; Schulteis, Alexandra (1997).  Affinity, Collaboration, and the Politics of Classroom Speaking.  Feminist Teacher, 11, 2. 

Discusses using Donna Haraway's concept of affinity and affinity politics as a foundation for structuring collaborative pedagogy and feminist syllabi. Outlines the goals and assumptions of affinity-based pedagogy, and relates classroom experiences that illustrate its functioning. Notes the lessons that both students and teachers have taken away from affinity-based courses.

Hough, David A. (1997).  Learning Culture: Practicing Change. A Critical Approach to Learning and Teaching Culture in the EFL Classroom in Japan. 

A university teacher of English as a foreign language (EFL) in Japan draws on teaching experience and a classroom experiment to discuss how a socio-historical analysis of culture can be combined with intercultural communication and global issues to supplement learning and teaching in the college-level EFL curriculum. Students were asked to make a list of five things about culture that they would like to know by the end of the semester. Participants in three teacher training workshops were asked a similar question about teaching. Results indicated students wanted answers to highly specific questions, whereas teachers had more general questions reflecting greater abstraction. This suggests a Vygotskian view of developmental changes in thinking processes and, in particular the theory of the Zone of Proximal Development (ZPD). Implications for ZPD in pedagogy and diagnosis of student developmental level are examined, and classroom techniques are discussed briefly. | [FULL TEXT]

Hough, David A. (1998).  Teachers and Students as Ethnographers. 

This paper describes a technique for English-as-a-Second-Language teaching that has students and teachers sharing personal narratives, developed using ethnographic research techniques, as a classroom exercise. The technique, used in a higher education institution in Japan, is presented as a work-in-progress to those who are interested in intercultural communication and multiculturalism issues and in how cultural differences in communication and learning styles can be used to create new practices of learning. Influenced by the sociohistorical psychology of Lev Vygotsky and A. R. Luria, the liberation pedagogy of Paolo Freire, and the critical pedagogy of Ira Shor, the approach assumes that learning can best take place in group environments where students and teachers are encouraged to work together to share their social histories and build their own programs of learning. | [FULL TEXT]

Houghton, Mary J. (1993).  College Admission Standards and School Reform: Toward a Partnership in Education. 

A desire to raise student achievement levels is leading many educators and parents to work for restructuring and reforming U.S. schools. One of the many areas in which this effort is proving to be complex is the question of changing college admission criteria to respond to the changes in curriculum, pedagogy, and assessment that are occurring at the secondary school level. In January 1993 the National Governors' Association convened a meeting of representatives from secondary schools, colleges, and education associations. Although formal recommendations were not developed, there was broad agreement on the following points: (1) educators at all levels must begin a sustained and serious dialog about the overall goals of the education system; (2) pilot projects should be launched to try out new approaches to admission and ultimately to develop a set of model admission criteria; and (3) governors should try to increase public awareness and dialog by offering visible support to reform efforts. Examples are given of some partnerships between school reformers and higher education leaders in Nebraska, Wisconsin, and Wyoming. An appendix lists seminar participants.

Hourigan, Maureen M. (1994).  Literacy as Social Exchange: Intersections of Class, Gender, and Culture. SUNY Series, Literature, Culture, and Learning: Theory and Practice. 

Examining the intersection of culture and literacy education, this book explores the roles that class, race, ethnicity, and gender play in students' learning to negotiate the conventions of academic discourse. A foreword by Gary A. Olson is followed by an introductory chapter, in which it is claimed that recent literacy scholarship has tended to isolate class, gender, and culture as discrete, marginalizing factors, but such isolation may unintentionally silence voices from non-Western, non-mainstream cultures. Chapter 1 provides a brief review of literacy crises and campaigns. Chapter 2 focuses on basic writing as a site of the literacy/illiteracy debate. The feminist critique of gender as a marginalizing factor in students' abilities to write argumentative discourse provides the focus of Chapter 3. Chapter 4 paints a picture of the increasingly diverse multicultural classrooms that composition teachers can expect to face in almost all institutions of higher learning by the year 2000. Chapter 5 shows that basic writing and feminist pedagogies, as well as those designed to empower students from other cultures, incorporate both reading and writing in their recommendations. Contains approximately 240 references.

Howard, Jeffrey P. F. (1998).  Academic Service Learning: A Counternormative Pedagogy.  New Directions for Teaching and Learning. 

Explores academic service learning as an innovative pedagogical model capable of transforming traditional teaching and learning practices. Notes that faculty undertaking this challenge can expect initial resistance from students, periodic self-doubt about their teaching accomplishments, and colleagues' skepticism, but also renewed student motivation, enhanced academic learning, renewed excitement in teaching, and better life preparation for students.

Howard, Rebecca Moore (1996).  Memoranda to Myself: Maxims for the Online Portfolio.  Computers and Composition, 13, 2. 

Argues that, for a successful pedagogy of online portfolios, teachers should set up the computer network before the term begins; guide students to teach themselves how to use the system; explain the portfolio system at the beginning of the term; prompt revision even on "satisfactory" submissions; accept revisions only from "clean" copy; and provide detailed portfolio guidelines.

Howard, Stephen, Ed.; Herman, Harold, Ed. (1998).  Coping with Rapid Change: Special Focus on South Africa's Teachers.  [Democracy & Education] 

The research described by contributors to this special theme issue deals with the core issues of education in the context of South Africa. These issues include teacher control over the process of educational reform and balancing the need for reform with the maintenance of standards in an industrializing society. These essays demonstrate the highly politicized state of education in South Africa. The articles are: (1) "The National Qualifications Framework: A Window of Opportunity for Black Adults in South Africa" (Bev Thayer); (2) "Teachers, Curriculum 2005, and the Education Policy Making a Process in South Africa" (Glenda Kruss); (3) "The Struggle against Marginalization in the Classroom: An Emancipatory Approach to Action Research in a South African Province" (Dirk Meerkotter); (4) "Policy Contestation and Conflict in the Demoralization of School Governance in South Africa" (A. Mfahary and Yusuf Sayed); (5) "Constructing Tutorials as a Young People's Club: An Approach to a Democratic Pedagogy" (Ed Katz); (6) "A Curriculum Approach for Participation: Lessons from Southern and Eastern Africa" (James Natsis); (7) "Going beyond Tarzan: Teaching about Africa in the 1990s" (Prexy Nesbitt and Jean Ann Hunt); (8) "Education after Apartheid: South African Education in Transition" (book review by Flora C. Gombe); and (9) "Democracy, Education & Swaziland" (Stephen Howard). Each article contains references. | [FULL TEXT]

Howes, Elaine Virginia (1998).  Connecting Girls and Science: A Feminist Teacher Research Study of a High School Prenatal Testing Unit.  Journal of Research in Science Teaching, 35, 8. 

Explores how a dozen high school girls express their relationship to and understanding of prenatal testing and its possible place in their lives and the lives of others in the context of a short unit on prenatal testing in a semester-long genetics course. Contains 57 references.

Hoyles, Celia; Noss, Richard (1992).  A Pedagogy for Mathematical Microworlds.  Educational Studies in Mathematics, 23, 1. 

Described is the attempt to identify relationships between pedagogy and student behavior in a mathematical microworld. The patterns of teaching associated with LOGO-based computer activities involving ratio and proportion and the teachers role in helping students bridge the gap between LOGO- and school-mathematics practices are explored.

Huang, Li-yi (1998).  A New Model of Teaching Pedagogy in CHISEL for the 21th Century. 

This paper describes and compares six models for teaching second languages developed and adopted since 1840 (grammar-translation, direct, structural, situational, audiolingual, and communicative methods), and proposes a seventh, the cognitive-linguistic method, incorporating Noam Chomsky's theory of learning. The model takes both extralinguistic and intralinguistic factors into consideration, and is seen as: being more learner-oriented; promoting autonomous rather than dependent learning; teaching linguistic knowledge and behavior based on the student's cognitive system; balancing language skills better than previous methods; decreasing the discrepancy between second language knowledge and behavior; and incorporating better an understanding of interlanguage and how it functions. Contains 39 references, seven in Chinese. | [FULL TEXT]

Hubbard, Taylor E. (1995).  Bibliographic Instruction and Postmodern Pedagogy.  Library Trends, 44, 2. 

Discussion of postmodernism and bibliographic instruction in academic libraries is based on a prospectus for an experimental information course at Evergreen State College (Washington). Highlights include structural bibliographic instruction, including a taxonomic model; discourse analysis and bibliographic instruction; composition and bibliographic instruction; and rhetoric and bibliographic instruction.

Huber, Tonya (1991).  Restructuring To Reclaim Youth at Risk: Culturally Responsible Pedagogy. 

This paper addresses the issue of multiculturalism in public schools and the role teacher education programs play in preparing teachers to create, implement, and evaluate curriculum and instruction responsive to the educational needs of diverse learners. Ethnographic interviews and observations were utilized to present a case study which investigates how teachers can restructure and develop a classroom where, regardless of a learner's background, the student's social, academic, and personal development are maximized. The case of Josefina Guzman, a teacher whose sixth grade classroom reflects culturally responsive pedagogy, describes Josefina's background and her conceptions of self/other, teacher/student social relations, knowledge, teaching methods, and interpretation of culturally responsible pedagogy which asserts the importance of students' individual identities. Ms. Guzman's model is supported by findings of the success of similar programs targeting excellence for minority and underachieving youth. | [FULL TEXT]

Huber, Tonya (1992).  Culturally Responsible Pedagogy: "The Case of Josefina Guzman."  Teaching Education, 5, 1. 

Teacher educators are responsible for preparing teachers to be culturally responsive. The paper presents a case study of one middle school teacher with a diverse group of students who led her classroom in a culturally responsive manner, examining teacher conceptions of self/other, teacher/student relations, and conceptions of knowledge.

Huber, Tonya (1996).  Of Pigs and Wolves at the OK Corral--or the Emerging Alternative Paradigm and the Construction of Knowledge.  Multicultural Education, 3, 4. 

Explores the need for recognizing and respecting different learner perspectives in order to better develop culturally responsive pedagogy. It argues for a new constructionist paradigm for teaching within a multicultural setting, which does not emphasize assimilation into the dominant culture, but enhances the learner's potential for creating anew rather than reproducing the old.

Huber, Tonya; And Others (1992).  Case Studies in Culturally Responsible Pedagogy.  Midwestern Educational Researcher, 5 n2 p9-14, 25 Spr 1992. 

Presents descriptions of three middle school teachers' classrooms to exemplify "culturally responsible pedagogy." Classrooms of a Mexican American, an American Indian, and an African American provide examples of multicultural education and practices which meet the needs of diverse learners.

Huber, Tonya; Parscal, Jeannie N. (1991).  Cases of Culturally Responsible Pedagogy: Reflecting on the Past and Present To Realign for the Future. 

This document consists of workshop materials used during a paper/poster session at the Association of Teacher Educators (ATE) summer conference. Presenters modeled the use of case literature as a tool for teaching about culturally responsible pedagogy and effective instruction. The cases were developed from observations of and interviews with middle school teachers in a large metropolitan school district. The cases modeled a tenet of research findings on culturally responsible pedagogy: an active learning model in natural environments fostering cooperation and interdependence encourages development of self-esteem and maximizes learning for students regardless of differences related to culture and ethnicity, social status, gender, religion, home environment, genetic and biological factors, cognitive skills, learning styles, or personal experiences. Through role playing, participants were actively involved in analyzing case vignettes. The materials include a page of background information on culturally responsible pedagogy and two cases consisting of outlines, student opinions, a Hispanic teacher's journal, and pages of references. | [FULL TEXT]

Hudson, Lynne M.; And Others (1993).  Enhancing Culturally Responsive Pedagogy: Problems and Possibilities.  Teacher Education Quarterly, 20, 3. 

Schools may not be the best sites for early field experiences of preservice teachers just beginning to work with culturally different children. The paper examines factors limiting public schools' potential as sites, describes an alternative nonschool setting, and analyzes conditions that make the setting better for developing culturally responsive educators.

Hudson, Thom (1993).  Nothing Does Not Equal Zero: Problems with Applying Developmental Sequence Findings to Assessment and Pedagogy.  Studies in Second Language Acquisition, 15, 4. 

Much research has posited a developmental sequence approach in second-language acquisition. This study reexamines the original social-psychological research upon which the multidimensional model is based and shows that it is incorrect because of faulty analysis. It also examines the limited applicability/generalizability of the developmental sequence approach for assessment and pedagogy. 

Hugenberg, Lawrence W. (1994).  Preserving the Integrity of the Beginning Communication Course: An Examination of Current Practices. 

It could be argued that the basic communication course is the center of the speech communication discipline. And yet there is little consensus as to the approach to teaching speech skills, what skills to teach, or whether the teaching of skills is even effective. Four areas for discussion must be considered if communication scholars are to maintain the integrity of the basic course. First, too many basic courses are taught by graduate teaching assistants. This is unfair to the students because they receive in the vast majority of cases an inferior education; and it is unfair to the graduate assistants because they are unprepared for a task of this dimension. Second, it is time that administrators emphasize and reward teaching. Third, communication scholars themselves are one of the biggest obstacles to innovation in the basic course. They resist innovation because it means commitment of additional resources and, furthermore, they are simply unfamiliar with research on communications pedagogy. Fourth, communication scholars have not done a good job of educating the university community about what they do in the basic course; it is not just about teaching public speaking. Fifth, textbooks available for the basic course are a disappointment; for the most part, scholars continue to teach in the tradition Aristotle outlined 2000 years ago. | [FULL TEXT]

Hugenberg, Lawrence W., Ed. (1998).  Basic Communication Course Annual. Volume 10. 

This volume of an annual collection presents 10 essays relating to instruction in the basic communication course. The essays are: "The Basic Course and the Future of the Workplace" (Andrew D. Wolvin); "Predictors of Self-Perceptions of Behavioral Competence, Self-Esteem, and Willingness to Communicate: A Study Assessing Impact in a Basic Interpersonal Communication Course" (Sherwyn P. Morreale, Michael Z. Hackman, and Michael R. Neer); "Learning Style Preferences and Academic Achievement Within the Basic Communication Course" (Charles A. Lubbers and William J. Seiler); "Graduate Teaching Assistant Training: Preparing Instructors to Assist ESL Students in the Introductory Public Speaking Course" (Brooke L. Quigley, Katherine G. Hendrix, and Karen Freisem); "Applying Multiple Intelligences Theory to the Basic Public Speaking Course" (Kristi A. Schaller and Marybeth G. Callison); "Delineating the Uses of Practical Theory: A Reply to Hickson" (Shawn Spano); "Theory and Pedagogy in the Basic Course: A Summary From Spano and Hickson" (Mark Hickson, III); "Teaching the Honors Public Speaking Course" (Karla Kay Jensen and David E. Williams); and "Commentary: The Research Foundation for Instruction in the Beginning Public Speaking Course" (Lawrence W. Hugenberg and Barbara S. Moyer). | [FULL TEXT]

Hugenberg, Lawrence W.; Moyer, Barbara S. (1997).  The Hybrid Course: Research, Pedagogy and Tradition. 

This paper addresses the hybrid communication course and its tradition of teaching students a variety of important communication skills. The three-fold mission of the hybrid course in teaching interpersonal, group, and public speaking skills places the hybrid communication course in an important position at the dawn of the 21st century. Even though in the latest data reported the basic public speaking course remains the most popular basic course, the hybrid course offers an alternative approach to instruction in the basic course. While some basic courses emphasize public speaking, others focus on interpersonal communication, and yet others teach communication theory. Using requirements from regional accrediting agencies as a foundation enhances decisions concerning important communication skills in the basic course. The hybrid course has been presented as the appropriate course for undergraduate education for many years. This paper continues and, hopefully, contributes to this discussion. Since the basic communication course is usually the only course students take, communication faculty need to be prepared to make this course a significant contribution to the students' undergraduate studies and career aspirations. 

Huggins, Leonie (1999).  Teaching and Learning; Modelling and Ownership: Necessary Dimensions of a Functional View of Language.  English in Australia. 

Describes a classroom-based research project that introduced explicit writing pedagogy with students whose previous experience was with process writing. Finds improvement and suggests a successful literacy pedagogy (1) is underpinned by the functional view of language and is taught explicitly and systematically; (2) combines instruction with experience; and (3) allows students to engage with language in context.

Hughes, Kate Pritchard (1995).  Feminist Pedagogy and Feminist Epistemology: An Overview.  International Journal of Lifelong Education, 14, 3. 

Examines the relationship of feminist education, feminism, poststructuralist social theory, and postmodernism. Considers epistemology, knowledge and power, and ontology, and asks whether women's studies can be radical within academia. Advocates a learning environment in which teacher and students explore lived reality and engage in critical inquiry.

Hughes, Kate Pritchard (1998).  Liberation? Domestication? Freire and Feminism in the University.  Convergence, 31, 1-2. 

Discusses Freire's intersection with feminist pedagogy; compares consciousness raising and conscientization, the role of dialog, and the teacher/student relationship in women's studies.

Hughes, Katherine L.; Moore, David Thornton (1999).  Pedagogical Strategies for Work-Based Learning. IEE Brief No. 26. 

This document, which is based on 3 years of research on 14 school-to-work programs across the United States, outlines pedagogical strategies for work-based learning. Pedagogy is defined as the organization of the social activities, organizational structures, and cultural practices by which newcomers, such as student interns, come to acquire and engage that knowledge. Presented is a brief description of the research methodology, which was designed to identify successful pedagogical strategies for work-based learning in different types of workplaces. A framework through which educators can analyze the pedagogy of particular work contexts is presented and illustrated through the examples of a student intern at a veterinary hospital and a student intern at a hotel housekeeping office. The examples are discussed in terms of the following pedagogical strategies: front-loaded instruction; on-the-job training; just-in-time instruction; back-loaded instruction; mutual self-instruction; laissez-faire (sink-or-swim instruction); and observation. The various pedagogical tactics that can be used within each strategy are listed and considered in the context of the two student interns. The final section explains how the following school-based pedagogical strategies can support work-based learning: (1) journals; (2) learning plans; (3) internship classes or seminars; and (4) final papers, projects, and presentations. | [FULL TEXT]

Hu, Helen Chau (1999).  The Nucleus of Translating as One Critical Concern in Translation Pedagogy and Assessment.  IRAL, 37, 3. 

Studies the translation of nonliterary texts. The objective is to associate the nucleus of translating with the value of a source-language text, advancing the claim that appropriately translating the nucleus is among the most important concerns, and to propose an approach to assessment for translation quality based on how the nucleus is rendered.

Hull, John M. (1996).  A Gift to the Child: A New Pedagogy for Teaching Religion to Young Children.  Religious Education, 91, 2. 

Describes the main features of a new method for teaching religious education to children. Compares this method to other British religious education approaches. The "gift method" approach begins with the child receiving some easily understood component of a religion (song, prayer, material object) then progresses to a more complex understanding.

Hulsebosch, Pat; Koerner, Mari (1993).  What Does Cultural Identity Have to Do with the Preparation of Teachers? (Methodology and Findings). 

A research project examined the issues of how teachers' cultural identities and school experiences affect their definitions of themselves as teachers, and how their identities affect their teaching. The project was a qualitative inquiry, based on reciprocal and interactive relationships. Researchers began by identifying education students who stood out as being aware of and articulate about the influence of race, gender, language, ability, and ethnicity. Six such students were invited to participate in a research project focusing on the contributions of minority teachers. Researchers asked questions about personal information, teaching experience, school diversity, multicultural educational practices, and teaching strategies. From their notes, researchers prepared biographies, then submitted them to the interviewees for feedback and corrections. Overall, student teachers saw themselves as distinct from the white, male, middle class norm. Participants had respect for diversity and did not view it as a barrier. The student teachers believed they needed to facilitate the changes necessary to make students feel legitimate. All saw passion as a force for change in teaching. In some the passion expressed itself as anger; in others, excitement. All sought the means to enact culturally relevant pedagogy. Findings revealed that the more conscious individuals are about efforts to assimilate into the culture, the less threatening are their differences to others such as students and parents. | [FULL TEXT]

Hulsebosch, Pat; Koerner, Mari (1994).  From Student to Teacher: Cultural Identities and Their Impact on Classroom Practice. 

Students' experiences are important in shaping their subsequent practice of the teacher role, and teacher educators should look at the connections between life histories, beliefs about teaching, and classroom practice. Five undergraduate seniors and one graduate student (of various ethnic and racial groups) in preservice elementary education programs were interviewed about their cultural identity and personal history, and a brief biography was written for each person. The group then began to meet regularly, based on its interest in student identity and its influence on school experience. Analysis of the group's discussions reveals that the teachers struggle with how they can be inclusive in their classrooms by setting new standards which invite students to participate and succeed for who they are, rather than be denied because of who they are not; they respect student diversity and regard it as a strength rather than a barrier; they see passion as a force for change in their teaching; and they conduct an active search for tools, strategies, and structures to enact culturally relevant pedagogy. The more conscious individuals are about the decisions they have made in assimilating into mainstream culture, the less threatening are the differences of others. The significance of these findings for teacher education is discussed. | [FULL TEXT]

Hulsebosch, Patricia; Koerner, Mari (1994).  A Feminist View of Foundations of Education.  Teaching Education, 6, 2. 

Describes an ongoing dialog between two female professors at neighboring universities whose teaching was shaped by their lives as they simultaneously taught, mothered, and learned how gender influenced their lives. The paper examines feminist values and pedagogy, describing a foundation of education course in which the two profesors used feminist pedagogy as a framework and value system.

Hult, Christine (1992).  Computers in Support of Teacher Training. 

A college English professor applied for and received a grant to equip a 20-station networked computer classroom designed to provide a site for state-of-the-art pedagogy in teaching English using computers. The networked computer classroom has two related goals: to provide a setting for the preservice and inservice training of English and language arts teachers who will be teaching in the public schools; and to serve as a site for theory-building in the use of computers for English studies. Networking personal computers into a text-sharing arrangement is one of the important distinctions of an English computer classroom: it allows real-time editing, and gives students unparalleled opportunities to participate in the work in progress, facilitating collaboration in previously unheard of ways. Several courses have proven important in helping teachers to be more effective computer users themselves and in helping them to learn how to use computers in English (including an introductory course, collaboration between a preservice basic writing teaching course and a course for basic writers, inservice courses, and desktop publishing courses). The computer classroom is also important for using computers to teach writing, literature, and desktop publishing and book production. | [FULL TEXT]

Hult, Hakan, Ed. (1994).  Teacher Training and the Educational System in Poland. Some Notes. 

This volume contains 12 papers on teacher training in Poland. Many reflect a special collaborative relationship between the Departments of Education at universities in Gdansk and Linkoping. The papers are: "Teacher Training-Between Atomism and Holism" (Joanna Rutkowiak); "Following-Applying-Seeking Inspiration as Possible Varieties of Dialogue with the Pedagogy of Celestin Freinet" (Wanda Frankiewicz); "Teachers in Poland--Their Education, Professional Qualifications and Duties (to the Beginning of the 20th Century)" (Lech Mokrzecki); "The Training of Teachers in the Renascent Poland of the Pre-War Period" (Janina Siwoszko); "The Education and Betterment of Teachers in Executive Posts in Polish Education in the Post-War Period" (Janina Siwoszko, Jozef Zerko); "A Concept of the University Training of Teachers in Poland" (Jan Zebrowski); "The Training of Staff for the Needs of Extra-School Adult Education" (Barbara Z. Malecka and Jozef Zerko); "Teacher's Preparation and His Work with Gifted Students" (Jan Papiez); "Teachers Schooling for the Needs of Special Education for the Mentally Retarded" (Halina Borzyszkowska, Dorota Krzeminska); "The Changing Approaches towards Educating Teachers for Mentally Disabled Children in Poland after World War II" (Danuta Grzybowska, Romuald Grzybowski); "Integrated Education Model for the Chemistry Students of Gdansk University" (Elzbieta Kowalik); and "Preparation of Teachers to the Educational Application of Computers" (Grazyna Penkowska). Most papers contain references. | [FULL TEXT]

Hunter, Paul (1990).  Synecdoche against Metonymy: Burke, Freire, and Writing Instruction.  Freshman English News, 18, 2. 

Argues that the metaphor of writing as a tool is still used because the ideas of Kenneth Burke have not been applied comprehensively. Argues further that Burke's "A Grammar of Motives" implies a radical change in what it means to teach students to analyze and produce texts--a change leading up to and beyond Freireian pedagogy.

Hunter, Susan (1991).  A Woman's Place Is in the Composition Classroom: Pedagogy, Gender, and Difference.  Rhetoric Review, 9, 2. 

Argues that a "woman's place is in the composition classroom" because she is likely to grasp how teachers and students have been socialized to believe that cognitive activities associated with certain professions are gender specific. Encourages students to subvert and critique the dominant system, even as they prepare to participate more fully in it.

Husted, Karen (1998).  Toward a Theatre Pedagogy.  Teaching Theatre, 9, 3. 

Considers the pedagogy of teaching theater to college students who will be secondary school drama teachers, including available instructional materials and lack of methods courses. Calls for creation of a complete pedagogy for secondary school theater.

Hutchings, Pat (1996).  Making Teaching Community Property: A Menu for Peer Collaboration and Peer Review. AAHE Teaching Initiative. 

A collection of program descriptions and case studies in college faculty peer collaboration and peer review includes: "Setting a Scholarly Tone: Teaching Circles in the History Department at Kent State University"; "Fostering Collective Responsibility for Student Learning: Teaching Seminars in the University of North Carolina at Charlotte Mathematics Department"; "Learning Together: An Online Faculty Conversation about Online Student Conversation at Rio Hondo College"; "Reciprocal Classroom Visits: An Experiment in the Temple University History Department"; "The Teacher Observation/Peer Support (TOPS) Program at California State University-Dominguez Hills"; "The Featured Faculty Program at Eastern Michigan University"; "A New Faculty Mentoring Program in the Stanford English Department"; "The Faculty Tutorial Program at Saint Olaf College"; "The Issue of Supply: Fostering Senior Faculty Leadership at the College of Saint Catherine"; "Interviewing Each Other's Students in the Legal Studies Program at the University of Georgia"; "Classroom Assessment as a Context for Faculty Conversation and Collaboration at California State University-Long Beach"; "Making Students More Active Agents in Their Learning: TQM in the Syracuse University School of Business"; "Inventing a New Genre: The Course Portfolio at the University of Wisconsin-La Crosse"; "Developing a Course Portfolio in Math: A Report from the University of Nebraska-Lincoln"; "Teaching Teams in the Math Department at the University of Nebraska-Lincoln"; "A Team Approach to Course Design and Teaching in an Integrated Arts and Humanities Course at Alverno College"; "Coordinated Studies: A Model for Faculty Collaboration and Team Teaching in a Consortium of Washington Campuses"; "Team Teaching about Teaching in the Disciplines: The Pedagogy Seminar at Millersville University"; "Collaborative Inquiry in the Teaching of Writing Theory and Practice at the University of Nebraska-Lincoln"; "Collaborative Inquiry in an Early Childhood Education Course at the University of Wyoming"; "A Collaborative, Comparative Study of Student Learning in Chemistry at the University of Wisconsin-Madison"; "The Pedagogical Colloquium: Focusing on Teaching in the Hiring Process in the Stanford University History Department"; "A Professional Development Program for Graduate Students: Fostering Collaboration in the Writing Program at Northern Arizona University"; "The Departmental Teaching Library: A Mathematics Course File at the University of North Carolina at Charlotte"; "External Peer Review of Teaching: A New Effort in the Chemistry Department at IUPUI"; and "Piloting Long Distance Interviews with Students as a Potential Component of the External Peer Review of Teaching." (Some reports contain references.)

Hutchinson, Gayle E.; Johnson, Bonnie (1994).  Teaching as a Career: Examining High School Students' Perspectives.  Action in Teacher Education, 15, 4. 

Interviews with 12 multiethnic rural high school students identified students' reasons for wanting to become teachers and the metaphors they used to make meaning out of teaching. Five attractors to teaching were interpersonal relationships, service, continuation, material benefits, and time compatibility. Common metaphors were friend, disciplinarian, performer, helper, diplomat, and motivator.

Hutin, Raymond (1996).  Quel avenir et quel impact pour la r echerche en Education? (What is the Future and the Impact for Research in Education?). 

This publication looks at the evolution of educational research as the end of the 20th century nears. Focusing on research carried out in Switzerland, the paper questions the significance of the research, its methods, and the impact it has had on Swiss education. For 50 years educational research has taken many forms from experimental pedagogy to sociology of education, passing through institutional pedagogy or action research. The paper questions the impact of educational research and asks why educational systems, contrary to all domains of economic and social life, are so reticent to take into consideration products of a scientific approach to educational phenomena. The future of educational research will probably enter into a better understanding of complexity of these phenomena into the elaboration of coherent and structured research programmers and into the survey of changing paradigms induced by new technologies of communication.  | [FULL TEXT]

Hyland, Nora E. (1998).  One High School Teacher's Unexamined Pedagogy of Race. 

A case study was conducted to examine the implicit beliefs and practices of one white high school mathematics teacher in the context of race. The study explores the subtle ways in which the dominant, hegemonic ideology and discourse saturates everyday life in schools. The teacher studied was a white females mathematics teacher in a small town high school in the Midwest with 19 years of teaching experience. The student population was 67% white, 24.3% black, and the remainder of various ethnicities. The teacher was observed for eight class periods and was interviewed on six different occasions. She saw herself as an advocate for students with special needs and was maternal and affectionate toward her students. She tended to see mathematics as removed from culture, and only related it to the everyday life of students in a superficial way. In a sense, her care for her students may be viewed as paternalistic and hegemonic in that it reifies existing power relationships. While she recognized that personal and family problems are related to systemic problems, she did not make the connection that systemic problems are disproportionately inflicted on people of color. This teacher was in conflict over racism, and inexperienced in discussing issues of race, and she was more likely to attribute discrepancies in mathematics education to family and parent support and the poor teaching of elementary school teachers than to race. However, this teacher expressed willingness to explore issues of race and teaching, illustrating possibilities for change. Some suggestions are offered for promoting teacher dialogue about race. | [FULL TEXT]

Hynes, Geraldine E.; Bhatia, Vinita (1996).  Graduate Business Students' Preferences for the Managerial Communication Course.  Business Communication Quarterly, 59, 2. 

Surveys 255 graduate business students, 86% of them employed, regarding a core course they had taken in managerial communication. Presents findings regarding the most highly rated course topics, topics rated least important, and the most frequently suggested additional topics.

Hyslop-Margison, Emery J.; Margison, Judith A. (1999).  Epistemic Internalism and Critical Literacy: A Path to Student Autonomy. 

Whereas the locus of understanding in internalism lies in the knowing subject, externalist models of justification readily accept knowledge claims on the basis of expert testimony or appeals to authority. This paper does not challenge the general legitimacy of externalist arguments outlining the sometimes impractical consequences of holding an inflexible internalist view, but it argues that internalism should be adopted as an ethic in literacy education to protect the intellectual autonomy of learners. Internalism promotes the intellectual autonomy of students by positioning them as subjects rather than objects in generating knowledge, and by encouraging them to evaluate critically truth claims in discourse. Language arts teachers can promote intellectual autonomy in students by encouraging them to evaluate truth claims in text, and by viewing students as participants in creating knowledge rather than as depositories for pre-existing information. Contains 21 references. | [FULL TEXT]

Hytten, Kathy (1998).  The Ethics of Cultural Studies.  Educational Studies: A Journal in the Foundations of Education, 29, 3. 

To achieve its expressed political goals of social empowerment and transformation, cultural studies must maintain some significant ethical and political commitments. The growing field of cultural studies is analyzed in terms of its definition within a specific ethical and social justice agenda and its links to the critical pedagogy tradition in education. Contains 31 references.

Hyun, Eunsook (1998).  Exploring Developmentally and Culturally Appropriate Practice (DCAP) through a Nationwide Collaborative Teacher Preparation Project. 

This paper describes the theoretical underpinnings of a nationwide collaborative research project to develop an early childhood teacher preparation model for developmentally and culturally appropriate practice (DCAP). It notes that this model allows prospective teachers to identify their own cultural and ethnic backgrounds and to understand cultural diversity while helping them learn to be sensitive to the cultural backgrounds and characteristics of their future students. The knowledge foundation for DCAP is delineated as including developmentally appropriate practice, multicultural education goals, the anti-bias curriculum, and culturally congruent critical pedagogy a process that helps future teachers reflect on using children's backgrounds as an instructional tool. The paper concludes with a summary of an interactive symposium describing the project and presenting insights and results obtained over the 3 years of the project. | [FULL TEXT]

Hyun, Eunsook; Marshall, J. Dan (1997).  Theory of Multiple/Multiethnic Perspective-Taking Ability for Teachers' Developmentally and Culturally Appropriate Practice (DCAP).  Journal of Research in Childhood Education, 11, 2. 

Introduces a recursive-based developmental theory of multiple/multiethnic perspective-taking ability for teachers' developmentally and culturally congruent pedagogy: a way to understand and facilitate growth in teachers' interpersonal pedagogical coordination for developmentally and culturally congruent teaching as "teaching for all individuals." Discusses theory in connection with theory of social perspective-taking and Interpersonal Negotiation Strategies.