Pedagogy | J

Jackson, Francesina R. (1994).  Seven Strategies to Support a Culturally Responsive Pedagogy.  Journal of Reading, 37, 4. 

Describes seven strategies that teachers of all grade levels and disciplines can use to improve their effectiveness in teaching students of diverse cultural backgrounds.

Jackson, Rebecca; Berkshire, Mimi (1996).  Speaking and Listening across the Curriculum: Teaching Teachers. K-12 Teachers' Short Course. 

With nationwide acceptance of writing across the curriculum, educators are now realizing the next wave in curriculum reform: speaking and listening across the curriculum. There is a movement to introduce speech across the curriculum of secondary schools and higher education. To learn any subject or interest area, students will utilize the skills of reading, writing, speaking, and listening. Communication teachers are the experts who will be asked to provide services and in-service training in speaking/listening across the curriculum. A survey can obtain valuable information about faculty and staff wants and needs concerning in-service training. Before implementing a workshop, the present neglect of oral language in English instruction should be taken into account. In a workshop, an overview of the speech communication course and standard evaluation forms should be given participants for better understanding. A videotape of past/present speeches should be viewed. Special problems or dilemmas in speech communication, for instance, special needs of English-as-a-Second-Language (ESL) students and the communication apprehensive (CA) student should be discussed. Experiences can be shared, and questions should be entertained from time to time. The faculty should be made aware that more than on evaluation tool can be used and that these tools can be tailored for assignments and objectives. Explanations of the presenters' philosophy and pedagogy, as well as advice on what does and does not work in the classroom could be offered. | [FULL TEXT]

Jackson, Sue (1997).  Crossing Borders and Changing Pedagogies: From Giroux and Freire to Feminist Theories of Education.  Gender and Education, 9, 4. 

Considers ways in which the works of Henry Giroux and Paulo Freire might inform feminist educational theory and how feminists have built their work considering new levels of insight. It calls for feminist perspectives to be interwoven with the ideas of educationists such as Giroux and Freire to enable women and men to move toward a feminist pedagogy of change.

Jacobi, Martin J.; Lovitt, Carl R. (1990).  Is Professional Writing Taught as a Service Course or as a Liberal Arts Course? Report on a National Survey. 

A survey investigated whether changes in the curricular status of professional writing have produced concomitant changes in pedagogy. The study examined whether there are more professional writing teachers teaching as they traditionally have or whether teachers are now rethinking their approaches to the subject. A survey instrument was completed by 590 postsecondary technical writing teachers (a return rate of 23.6%) from around the United States. Results showed that approximately 223 respondents viewed professional writing as a service course; 220 as a liberal arts course; and 111 as both a service and a liberal arts course (36 respondents either gave no answer or indicated that they rejected both statements). A substantial majority of those who consider professional writing a service course incorporated the three emphases defined in the survey as characteristic of the liberal arts: ethics, argumentation, and outside readings. However, although these topics are part of most courses, they do not appear to be taught in an interrelated fashion, and suggest limitations on the extent to which some teachers approach professional writing as a liberal art. The survey also investigated the approaches used in the teaching of ethics and argumentation/persuasion, and used with outside readings. Further, a majority of respondents did not identify as a significant part of their courses most of the teaching techniques that are generally recognized as either process-oriented or active-learning strategies. (Eight tables of data are attached.)

Jacobs, Dale (1997).  Beginning Where They Are: A Re-Vision of Critical Pedagogy.  Composition Studies/Freshman English News, 25, 2. 

Suggests that it is important for writing teachers to focus on specific students within specific contexts and to try to reclaim the term "student centered." Proposes a new formulation of critical pedagogy that calls for an examination and location of the teachers' positions. Reflects on teaching the course "Writing and Reading about Sports" using the pedagogy.

Jacobs, George M.; Ilola, Lisa Marie (1991).  A Brief Look at How Feminist Pedagogy Interrelates with Invitational Education and Cooperative Learning. 

In the literature of feminist pedagogy, four interconnected strands emerge: (1) horizontal, rather than vertical classroom structure; (2) inclusion of the subjective, not just the objective; (3) the importance of context; and (4) a need to overcome the oppression that females face. Each of these strands is discussed in this paper, and connections with invitational education and cooperative learning are explored. Similarities between these three perspectives on education exist, including similar implementation problems. Resistance from teachers and students may be among these problems. In addition to cooperative learning and invitational education, other perspectives on education may be compatible with feminist pedagogy. Feminist pedagogy helps educators to see problems, such as hierarchical classrooms, a ban on the subjective, and a lack of context, from a fresh perspective. Thirty references are included in the bibliography. | [FULL TEXT]

Jagielo, Linda M. (1998).  Qualitative Life History Interview Methodology with Computer Assisted Analysis: Lessons Learned from the Study. 

A qualitative study of Head Start teachers sought to discover their perception of the impact of their life experience upon their professional pedagogy. The study focused on long-term Head Start teachers (16 to 28 years) who began their association with the program as parents and lived and worked in the classroom. Lessons learned about the methodology of data collection and analysis, ethical issues, and research challenges are described. The researcher was the primary instrument for data collection and analysis, and the qualitative approach was a life history interviewing methodology that called for building a rapport with participants. Data were collected through interviews, observations, documents, oral notes, and the researcher's reflective journal. Particular problems were experienced in the selection and use of software and the overwhelming quantity of data to be analyzed. Ethical problems concerned the disclosure of preliminary findings to participants and the balance between not misrepresenting their stories yet delving deeply into what they had said. Five appendixes contain interview flowcharts, an interview protocol, the concept flowchart for the study, a summary of research questions, and a cross-case analysis grid. | [FULL TEXT]

Jake, Mazulewicz (1994).  Inquiry vs. Training: Reframing the Context of a Liberal Education. 

This paper, in exploring the context for liberal education and the ideas of John Dewey, illustrates the difference between training and inquiry and offers ideas about how the two depend on each other in practice. The paper describes proficiency as a direct result of quality training, which establishes routinized habits. This discussion also explores the limits of such habits when habits from training become unequal to the demands of a particular situation. Here, the paper argues, an education in inquiry allows for departure from training to respond to new circumstances. Further, the paper argues, the strategies of both training and inquiry are necessary to the kind of understanding of education that Dewey tried to illustrate in his works. The paper goes on to illustrate how debates on the correct way to combine these two approaches to pedagogy have, in the past, and in recent times, been framed. In concluding, the paper advocates not a dominance of one approach over the other nor a synthesis of the two but a continual, progressive, dynamic cycling between the two pedagogies. The difficulty of working with and understanding both approaches lies in opening oneself to the paradox inherent in the attempt to understand. Contains 19 references. | [FULL TEXT]

Jalongo, Mary Renck, Ed. (1999).  Resisting the Pendulum Swing: Informed Perspectives on Education Controversies. 

Designed to offer more than slogans and buzzwords to practitioners who are grappling with an array of education controversies, this book provides classroom teachers with a spectrum of information about current controversies so that they will be better equipped to blend action with reflection. The book deliberately resists extremes and argues for less contentious points of view. The book's introduction explores the five overarching goals for this collaborative project: (1) to resist faddism and false dualisms; (2) to promote a deeper understanding of education controversy; (3) to examine the beliefs that underlie the battles; (4) to respond more thoughtfully to educational debates; and (5) to expose the barriers to informed perspectives. The book's chapters, which address various controversies, are: (1) "Censorship--Evaluating Quality without Imposing Agendas" (Anne Drolett Creany); (2) "Inclusion--Celebrating Contributions while Meeting New Challenges" (Kay A. Chick and Deborah M. Clawson); (3) "Classroom Management--Managing the Classroom while Respecting the Child" (Beatrice S. Fennimore and Molly C. Ihli); (4) "Assessment--Allowing Traditional and Alternative Approaches To Co-Exist" (Linda Doutt Culbertson and Gerardo A. Contreras); (5) "Multicultural Education--Celebrating Diversity while Building Community" (Jyotsna Pattnaik); (6) "Families--Offering Support and Joining in Partnership" (Kathryn Delaney); (7) "Pedagogy--Finding a Place for Inquiry Methods and Direct Instruction" (Kay A. Chick); (8) "Reading Instruction--Reconciling Phonics and Whole Language: What Every Reading Teacher Should Know" (Xiaoping Li); (9) "Bilingual Education--Preserving a Child's First Language while Promoting Facility with a Second Language" (Elise Jepson Green); (10) "Gifted and Talented Education--Individual Differences or One-Size-Fits-All?" (Jennifer V. Rotigel); and (11) "Program Evaluation--Monitoring Quality without Sacrificing Substance" (Mary Renck Jalongo and Moses M. Mutuku). Each chapter contains references. | [FULL TEXT]

James, Pauline (1999).  Masculinities under Reconstruction: Classroom Pedagogy and Cultural Change.  Gender and Education, 11, 4. 

Describes an action research study among preservice teachers in an educational psychology course in which resistance to learning associated with a particular working class masculinity appeared to be overcome. Resistance apparently developed because some activities and content of the preservice program threatened an occupationally constructed masculine identity. Examines how such constructions were relinquished and how more appropriate identities were built.

Janangelo, Joseph (1996).  Intricate Inscriptions: Negotiating Conflict Between Collaborative Writers.  Journal of Teaching Writing, 15, 1. 

Tells a story that shows how a pedagogy based on a naive vision of care, one in which both collaborators are to treat each other with reciprocal integrity and compassion, can go awry. Offers three precautions that writing teachers can enact toward a more responsible pedagogy of collaboration.

Jansen, Jonathan (1990).  In Search of Liberation Pedagogy in South Africa.  Journal of Education, 172, 2. 

A teacher relates his experiences in three South African high schools from 1979 to 1987, noting changes in classroom pedagogy from protest politics to awareness programs to people's education for people's power. He reflects on the directions that liberation pedagogy must take after apartheid.

Janssen-Vos, Frea; Pompert, Bea (1993).  From Play Activity toward Learning Activity: Developmental Perspectives in Early Childhood Education. 

One of the goals of Project Onderbouw in the Netherlands is to develop an educational concept and curricula to be used in primary education. The educational concept adopted for the project is termed "developmental education." Based on neo-Vygotskian principles and other theoretical approaches, "developmental education" emphasizes: (1) education's contributions to broad development, with many-sided personality development as its highest aim; (2) situations and activities which have meaning for children; and (3) a mediated action role for the teacher. Based on the conviction that children's development is under the influence of the sociocultural environment and can consequently be affected intentionally, the project sought to identify core activities that are meaningful for children and have potential developmental value. These core activities are play activities, in which manipulative, movement, role, and rule play can take place; constructive activities, in which children are functionally "at work" in a productive way; conversation activities, including dialogues, interactions, and discussions between individual children or small groups of children and the teacher; reading and writing activities; and mathematical activities. To develop high-quality activities in these areas and create conditions for subsequent development, teachers must understand the developmental perspectives that provide a framework for the activities. A practical application of this approach can be seen in the development of early literacy through role play. | [FULL TEXT]

Jarvinen, Annikki; And Others (1995).  Educating Critical Professionals.  Scandinavian Journal of Educational Research, 39, 2. 

It is suggested that educating critical professional educators is a matter of developing both preservice and inservice teacher education contents and processes simultaneously by aiming toward a new paradigm in educational philosophy and pedagogy. Four research projects that search for a new teacher-education theory are reviewed briefly.

Jarvis, Christine (1999).  Love Changes Everything: The Transformative Potential of Popular Romantic Fiction.  Studies in the Education of Adults, 31, 2. 

In a cultural studies course, 36 women studied popular romantic novels within the context of transformative feminist adult education. They identified the constraints of romantic discourse in their own lives and the power structure of romantic relationships, resulting in changed perspectives affecting their personal lives.

Jay, Gregory S. (1991).  The End of "American" Literature: Toward a Multicultural Practice.  College English, 53, 3. 

Argues that the combined lessons of critical theory, classroom practice, and contemporary history dictate not only a revision of the curriculum and pedagogy of "American" literature courses, but a forceful uprooting of the conceptual model defining the field itself. Suggests the construction of a multicultural and dialogical paradigm for the study of writing in the United States.

Jeavons, Thomas H. (1995).  Service-Learning and Liberal Learning: A Marriage of Convenience.  Michigan Journal of Community Service Learning, 2. 

Service-learning is used least often in the fields at the core of the liberal arts and sciences, in part because of the perceived incompatibility between the purposes of a liberal education and the dynamics of service-learning. When we understand better the purposes and values of liberal learning, we will find service-learning a useful pedagogy for achieving these ends.

Jegede, Olugbemiro J.; Aikenhead, Glen S. (1999).  Transcending Cultural Borders: Implications for Science Teaching.  Research in Science and Technological Education, 17, 1. 

Reviews collateral learning theory as a cognitive explanation for how pupils cope with disparate worldviews mediated by transcending cultural borders between their everyday culture and the culture of science. Proposes a new pedagogy in which teachers assume the role of culture broker in the classroom to achieve culturally sensitive curriculum and assessment. Contains 92 references.

Jegede, Olugbemiro J.; Taylor, Peter C. (1995).  The Role of Negotiation in a Constructivist-Oriented Hands-On and Minds-On Science Laboratory Classroom. 

Constructivist classroom environments are characterized by student engagement in science processes and manipulating experimental materials with experiential teaching of specific science concepts. Constructivist classrooms are where teachers build models of students' science knowledge, students participate actively in determining the viability of their own constructions, learning is interactive, cooperative and collaborative. The philosophical, psychological and pedagogical models for science teaching within the paradigm of constructivism are congruent with encouraging both "hands-on" and "minds-on" approaches in science laboratories with respect to a number of issues which include: preparation, pacing, need for attention, negotiation of social norms and negotiation of meanings. Arising out of the constructivist epistemology, therefore, is the need to use negotiated learning pedagogy in a constructivist-oriented science classroom. Given the socially active nature of science laboratory classes characterized by the need to exchange information, the use of negotiated learning pedagogy is even more compelling. If negotiation is to become an integral part of science teaching, teachers need to know what it means and how to identify and classify types of negotiation which go on in their classes. At the moment, the literature indicates a void in this area which needs to be filled as science educators aspire to appropriate use of constructivist pedagogy for meaningful teaching and learning of science. This study therefore investigated the sorts of teacher/student negotiation which can occur in a school science laboratory and attempted to find out if the types of negotiation identified could be grouped meaningfully. Using a case study approach which utilized a participant observation technique, seven groupings of negotiation were identified from several learning events within science practical classes of a selected teacher. The implications of the results together with the difficulties associated with structuring a constructivist science class to accommodate negotiation as a significant part of science teaching strategies are discussed. | [FULL TEXT]

Jenefsky, Cindy (1996).  Public Speaking as Empowerment at Visionary University.  Communication Education, 45, 4. 

Uses critical pedagogy to provide theoretical inspiration for generating ideas about teaching communication courses. Presents a framework for a public speaking course premised on a recognition of teachers and students as holistically situated, multidimensional subjects who bring different experiences to the classroom. Discusses social hierarchies manifested in contemporary language practices, models of public speaking, and communication across differences.

Jennings, James, Ed. (1998).  Diversity, Pedagogy and Higher Education: Challenges, Lessons and Accomplishments. Trotter Review, 1998. 

This publication presents a collection of articles on diversity, pedagogy, and higher education. They include: "Introduction" (James Jennings); "Faculty Diversity: Effective Strategies for the Recruitment and Retention of Faculty of Color" (Sheila T. Gregory); "The Dream of Diversity and the Cycle of Exclusion" (Stephanie M Wildman); "Obstacles Facing New African-American Faculty at Predominantly White Colleges and Universities" (Keith McElroy); "Leadership for Diversity: Effectively Managing for a Transformation" (Adrian K. Haugabrook); "African-American Female College Presidents and Leadership Styles" (Runae Edwards Wilson); "African-American Enrollment and Retention in Higher Education: An Application of Game Theory" (Kofi Lomotey; Mwalimu J. Shujaa; Thresa A. Nelson-Brown; and Shariba Rivers Kyles); "Killing the Spirit: Doublespeak and Double Jeopardy in a Classroom of Scholars" (Olga M. Welch and Carolyn R. Hodges); "Institutional Language of Control: Race, Class, and Gender Issues" (Harry Morgan); "Ebonics, Local Color, and Official Language: Who Resists Whom?" (Robin L. Murray); "Enhancing Multicultural Education through Higher Education Initiatives" (Porter L. Troutman, Jr.); "Let's Get It Started: Teaching Teachers How To Implement a Culturally Relevant Pedagogy" (Jamal A. Cooks); "Preparing White Undergraduate Preservice Teachers To Teach African-American Students: What Does It Take?" (Frances Y. Lowden); "Project MIME: Reshaping Mathematics Education in Secondary Schools" (Joseph A. Meyinsse); "The Implementation of Radical Constructivism within the Urban Mathematics Classroom" (Randy Lattimore); "Help Wanted: Building Coalitions between African-American Student Athletes, High Schools, and the NCAA" (Patiste M. Gilmore); "A Phenomenon of Religious Relevance Developing at Predominantly White Institutions" (Donald Brown); and a commentary, "An Interview with Dr. Clarence G. Williams, Special Assistant to the President for Minority Affairs, Massachusetts Institute of Technology" (Harold W. Horton). | [FULL TEXT]

Jennings, Michael E., Jr. (1999).  Social Theory and Transformation in the Pedagogy of Dr. Huey P. Newton: A Nativist Reclamation of the Critical Ethnographic Project.  Educational Foundations, 13, 1. 

Illuminates one example of a critical ethnography in practice, exploring the life of Dr. Huey P. Newton, a leader in the African-American community, and arguing that critical ethnography cannot teach African Americans how to overcome oppression. The suggested postcritical ethnography would be part of African Americans looking to their own experiences to discern emancipative strategies.

Jensen, Scott (1996).  Unifying Research and Teaching: Pedagogy for the Transition from Forensics Competition to Education. 

At a minimum, tomorrow's forensic educators need formal training that orients the professional to the responsibilities central to forensic education. While a number of opportunities, as well as applications of those opportunities, are available to forensics students, the rooting of forensics in the speech communication discipline is paramount. Evidence points toward limited careers in forensic coaching and poor training for those entering the forensics profession. A defined curriculum for tomorrow's forensic educator highlighted by a capstone experience in a directing forensics course provides one solution to this crisis. Activities in directing the forensics course should offer the opportunity to apply the skills and knowledge necessary to carry out the functions central for forensic administration. Such a course at McNeese State University, Louisiana, is taught in a seminar format, wherein students and the instructor discuss principles, concerns, choices, and perspectives. The shaping of a philosophy of forensic education is the most important goal of the course. While such a curriculum is essential for preparation to teach forensic activities, it does not replace actual experience. Forensics will not survive without qualified, conscientious, well-trained professionals who are capable of training individuals to follow in their footsteps. | [FULL TEXT]

Jensen, Scott (1997).  Preserving the Pedagogy: The Director of Forensics as an At-Risk Professional. 

Today's collegiate forensic activities have changed in ways that pose profound challenges to directors of forensics. Six primary factors that contribute to the "at-riskness" of directors of forensics are: the changing face of today's forensic program forces difficult choices; the forensics community is seeing signs of a crisis in forensic education training; directors of forensics face unique challenges as professional educators; travel, time, and tournament logistics can diminish the enthusiasm and motivation of forensic educators; directors of forensics face profound challenges to their social lives and relationships; and institutional support contributes significantly to the satisfaction of forensic educators and stability of programs. Steps that can be taken at both individual and activity levels to curb the potential for burn-out and dissatisfaction among forensic educators are: forensic professionals must be adequately trained; institutions should maintain evaluation measures that acknowledge the unique responsibilities of the forensic educator; forensic programs should have sufficient staff and resources; standards and policies can provide structure and efficiency to forensic programs; a shorter forensics tournament season will curb potential burn-out factors; directors of forensics must work to ensure that their professional lives do not dominate their personal lives; and directors of forensics need to make wise choices and be cognizant of the implications of their choices. | [FULL TEXT]

Johannesson, Ingolfur A. (1991).  The Formation of Educational Reform as a Social Field in Iceland in the 1970s and the 1980s: Legitimating Principles and the Social Strategies of Epistemic Individuals. 

Reform in elementary education in Iceland during the last 25 years is discussed in the context of the conceptual framework developed by Pierre Bourdieu. The reform that started in the 1960's provides an opportunity to examine the usefulness of Bourdieu's concepts of legitimating principles that are historically and socially constructed and social strategies that convert discursive themes into symbolic capital. In Iceland, reform challenged the prereform tradition in many ways, particularly in advocating scientific curriculum strategies, progressive pedagogy, and developmental psychology. Bourdieu's concepts of the "habitus," a durable principle of regulated improvisations that produces social strategies, and his idea of epistemic individuals who shape and are shaped by events are illustrated by Icelandic educational reform efforts. Educational theory had not existed in Iceland prior to the reform effort; there was no Icelandic educational theory habitus before the reform. The social strategies needed to make political advances for educational reform were especially unpredictable. The three spectra of legitimating principles of discursive themes operating in the social field of educational reform were: (1) reform versus the prereform spectrum; (2) the reform spectrum with its technological and progressive poles; and (3) traditional academic capital versus curriculum theory capital. A 68-item list of references is included. | [FULL TEXT]

Johannesson, Ingolfur A. (1992).  Capable of Resisting and Entitled to Lead: On the Historical Conditions of the Neo-Marxist Educational Discourse.  Educational Policy, 6, 3. 

The idea of resistance (and empowerment) in critical pedagogy is rooted in traditional notions of Marxist vanguard politics that consider the trade-unionized white male working class as the entitled leaders of the revolutionary movement. Marxism fosters a theory and practice of elitist leadership notions that is replicated among contemporary critical pedagogues. This practice must be recognized and abandoned.

Johannesson, Ingolfur Asgeir (1993).  Principles of Legitimation in Educational Discourses in Iceland and the Production of Progress.  Journal of Education Policy, 8, 4. 

Interrelates the conceptual approaches of Michel Foucault and Pierre Bourdieu while reviewing educational reform in Iceland over the past 25 years. Identifies legitimating principles in educational reform discourse, focusing on tensions concerning what counts as capital in teacher education. Pedagogy, curriculum theory, and educational psychology are gaining importance at the expense of the traditional academic disciplines. (46 references)

Johns, Ann M. (1998).  The Visual and the Verbal: A Case Study in Macroeconomics.  English for Specific Purposes, 17, 2. 

Although English for Academic Purposes researchers have devoted considerable attention to written texts, they have paid less attention to the use of visual representation in the disciplines. This article describes strategies of a first-year university student as she privileges visual texts in both her macroeconomics and reading/writing classes. Suggestions for research and pedagogy relating to visual representation are included.

Johnson, J. Alleyne (1995).  Life after Death: Critical Pedagogy in an Urban Classroom.  Harvard Educational Review, 65, 2. 

A teacher explains how she uses critical pedagogy to legitimize students' knowledge and experience as a basis for learning. She shows how violence and death affect students' lives and must be addressed as a reality that affects education.

Johnson, Sylvia T. (1998).  The Importance of Culture for Improving Assessment and Pedagogy.  Journal of Negro Education, 67, 3. 

Introduces the articles of this special issue, which represent the thinking of a group of researchers and educators regarding assessment in the context of culture and pedagogy. The emphasis is on the development of assessments that engage the cultural strengths of children from minority groups.

Johnson, Sylvia T.; Thompson, Sheila D.; Wallace, Michael B.; Hughes, Gerunda B.; Butty, Jo-Anne L. Manswell (1998).  How Teachers and University Faculty Perceive the Need for and Importance of Professional Development in Performance-based Assessment.  Journal of Negro Education, 67, 3. 

Surveyed 19 middle school mathematics teachers and 18 school-of-education faculty members about the extent to which performance-based learning and assessment experiences were viewed as important and needed. Discusses implications of differences between the two groups for planning professional-development workshops.

Johnson-Eilola, Johndan (1993).  Control and the Cyborg: Writing and Being Written in Hypertext.  Journal of Advanced Composition, 13, 2. 

Describes the computer technology called hypertext, especially as it relates to teaching composition. Argues that the ability to redistribute textual control hold both empowerment and danger for hypertext writer/readers, who can be compared to cyborgs. Discusses the implications of hypertext for composition pedagogy.

Johnson-Kwartler, Patricia (1998).  Early Childhood Education Student Teachers' Pedagogical Perspectives: Rural Socialization and Professional Growth. 

The literature on teaching does not include the perspectives of the student teacher in learning to teach, particularly in rural contexts. This study explored the development of two early childhood education student teachers' pedagogical perspectives, with respect to enactment of curriculum in two rural contexts. Two case studies illustrate the phenomenological experience and meaning-making of each student teacher. The case studies were compared and contrasted with aspects of rural socialization and seven theories of a teacher's personal growth. The study identified conventional wisdom, cultural myths, and beliefs about the context of student teaching. Two significant findings that emerged from the experiences were that the two student teachers: (1) tend to reflect "rural socialization" that contradicts their spoken progressive ideology; and (2) "professional growth" was limited due to energy spent decoding the perceived power of the classroom context which was more urgent than decoding the cultural context or needs of the children. The study method reflects the view that pedagogy is a way of being, rather than an assembly of technical products. The findings pose implications for both teacher education and future research. | [FULL TEXT]

Johnston, Betty; Baynham, Mike; Kelly, Sheilagh; Barlow, Kerry; Marks, Genee (1997).  Numeracy in Practice: Effective Pedagogy in Numeracy for Unemployed Young People. Research Report. 

The question of whether unemployed youths would benefit from different pedagogical techniques when learning numeracy skills was examined in a multifaceted qualitative study. Data were collected from the following activities: case studies in which a kit of everyday materials was used to stimulate discussion about numeracy practices with 30 selected young people; interviews of the young people and their teachers; and in-depth interviews with and observation of a subsample of 15 of the young people who represented a mix of males and females from rural and urban environments. Special attention was paid to the ways selected structuring categories (gender, location and social networks, cultural background, and ability/disability) constrain and/or enable the range of numeracy practices available to some young people. Also highlighted was the interplay between mathematical concepts and numeracy practices on the one hand and social practices on the other. Implications of the research for teachers and curriculum designers include building conceptual and implementation bridges between mathematics and their students' social use of math. (The document contains 79 references. Appended are the following: questionnaire for participants; teacher questionnaire; profile of the young people studied; consent form; and logging grid.) | [FULL TEXT]

Johnston, Bill (1999).  Putting Critical Pedagogy in Its Place: A Personal Account.  TESOL Quarterly, 33, 3. 

Offers one English-as-a-Second-Language teacher's personal reflections on the role critical pedagogy has played in his professional development. Discusses his reluctance to embrace critical pedagogy unreservedly.

Johnston, Helen (1996).  Survey Review: Process Writing in Coursebooks.  ELT Journal, 50, 4. 

Reviews the effect of research into the writing process on British English-as-a-foreign-language (EFL) pedagogy and considers what is meant by process writing. The article offers recommendations for improving writing tasks in coursebooks to practice and develop students' skills needed at each stage of the writing process. (12 references)

Johnston, Joseph S., Jr.; Edelstein, Richard J. (1993).  Beyond Borders: Profiles in International Education. 

This publication profiles 15 college and university interdisciplinary collaboration programs for international education. Chapter 1, "Beyond Borders" by Joseph S. Johnston, Jr., outlines the importance of such programs and of international education in particular. It also addresses rationales for internationalization, challenges to its implementation and survival, and business-liberal arts faculty collaborations. Chapter 2 contains 15 program profiles at the following institutions: Babson College (Massachusetts); Bentley College (Massachusetts); Boston College (Massachusetts); College of Staten Island, City University of New York; Eastern Michigan University; Kalamazoo College (Michigan); Ramapo College of New Jersey; St. Olaf College (Minnesota); University of California, Los Angeles; University of California, San Diego; University of Michigan; University of Pennsylvania; University of Rhode Island; University of South Carolina; and Worcester Polytechnic Institute (Massachusetts). Chapter 3, "Lessons from Campus Practice" by Richard J. Edelstein, highlights the following lessons: there is no one best approach, know your institution, attend to the challenge of pedagogy, leadership makes a difference, create an international ethos on campus, engage faculty colleagues, funding is necessary but not sufficient, and select an appropriate campus home.

Jones, Alison (1996).  Desire, Sexual Harassment, and Pedagogy in the University Classroom.  Theory into Practice, 35, 2. 

Intense desires surface daily in university classrooms. Tensions and energies generated by students' and teachers' desires to teach, learn, and be admired can be erotically charged. Webs of desire, power, and vulnerability can form productive or destructive pedagogical relationships. The paper discusses the interplay of these factors in university classrooms.

Jones, Alison (1999).  The Limits of Cross-Cultural Dialogue: Pedagogy, Desire, and Absolution in the Classroom.  Educational Theory, 49, 3. 

Discusses the limits of cross-cultural dialog in the classroom, asking what happens if this togetherness and dialog-across-difference fails to hold a compellingly positive meaning for subordinate ethnic groups. Presents a true story about a classroom in a New Zealand university and a controversial pedagogical strategy employed there.

Jones, David R.; Pritchard, A. L. (1999).  Realizing the Virtual University.  Educational Technology, 39, 5. 

Describes the virtual university as a response to a growing demand for knowledge and skills in unconventional higher education. Discusses technology, cooperation and collaboration, traditional universities and the World Wide Web, content, pedagogy, delivery, digital technologies, and globalization.

Jones, M. Gail; Rua, Melissa J.; Carter, Glenda (1998).  Science Teachers' Conceptual Growth within Vygotsky's Zone of Proximal Development.  Journal of Research in Science Teaching, 35, 9. 

Examines how science teachers' (n=14) knowledge of science and science pedagogy changed after participation in a constructivist-based methods course. More-experienced teachers were paired with less-experienced teachers, and pre- and post-instructional concept maps, journals, portfolios, and transcripts revealed that, within the zone of proximal development, peers, teachers' students, instructors, readings, and tools mediated knowledge development. Contains 18 references.

Jost, Karen (1990).  Why High-School Writing Teachers Should Not Write (Rebuttal).  English Journal, 79, 3. 

Argues that high-school writing teachers should not write, contrary to current composition pedagogy. Argues that for the full-time high-school English teacher, writing is neither a realistic nor a professionally advantageous avocation.

_____. (1994).  Journal of the Society for Accelerative Learning and Teaching, 1994. 

Two issues of this serial include the following articles: "Editorial Note for Semiotics Issue" (Pedro Portes); "Qualitative Postmodernism and the Nature of Teaching and Learning" (Gary Shank); "Instructional Prescriptions Can Be Hazardous to Your Pedagogy!" (Donald J. Cunningham, Bruce Allen Knight, and Kathy K. Watson); "Toward a Mutual Interplay Between Psychology and Semiotics" (Alfred Lang); "Semiotics and the Deconstruction of Conceptual Learning" (J. L. Lemke); "Effectiveness of Accelerated Learning as a Tool to Facilitate a Maintenance Paradigm Shift" (Aaron B. Clevenson); "The Effectiveness of Suggestive Accelerative Learning Techniques Applied in Teaching Underprepared College Freshmen at a Two-Year Technical School" (Vera Ann Confer-Owens); "Video-Taped Instruction Creates Listening and Visual Memory Integration for Higher Reading and Math Scores" (Jan Erland); "Suggestopedia and Neurolinguistic Programming: Introduction to Whole Brain Teaching and Psychotherapy" (Daya Singh Sandu, Ed.); "Suggestology and NLP: Are There Similarities?" (Harry E. Stanton); "Neuro Linguistic Programming: A Pre-clinical Experience in Educational Psyhology" (Robert E. Saltmarsh); "Identification of Primary Representational Systems: A Validation of the Eye Movements Model of Neurolinguistic Programming" (Daya Singh Sandhu and Lina Yuk-Shui Fong); "Neurolinguistic Programming: Magic or Myth?" (Marcus Jacques Choi Tye); "School Stress and the Theatre" (Harry E. Stanton); "Methodological Considerations in Multicultural Research" (Robert Rueda); "The Atmosphere Factor" (Rosella R. Wallace); "The Tiger on the Stairway" (Donald H. Schuster); "Recent Research in Second Language Acquisition Supporting Accelerated Learning Techniques" (Wendy Whitacre); and "Book Review of Eric Jensen's "'The Learning Brain'" (Lyelle Palmer). There is a brief summary in Spanish at the end of each article. (Articles contain references.) | [FULL TEXT]

Joyce, Michael (1992).  New Teaching: Toward a Pedagogy for a New Cosmology.  Computers and Composition, 9, 2. 

Argues that a new pedagogy for a new teaching is needed, suggesting and describing the roles of scholar, teacher, and communicator. Points out that computers are more than tools--that hypertext environments and networked collaborations make teachers view the world differently and imagine new possibilities.

Juliano, Benjoe A. (1997).  Power Pedagogy: Integrating Technology in the Classroom. 

Connectivity on the Internet through the use of World Wide Web browsers is becoming commonplace in the classroom, at home, and in the office. The term, "power pedagogy" refers to any set of instructional methods designed to increase faculty productivity and to accommodate more students with existing facilities. This paper examines the use of the Web to supplement traditional instruction, focusing on use of the Web as an intranet teaching tool that establishes an extension of the regular classroom. At Coastal Carolina University (CCU) in South Carolina, new forms of technology-based curriculum delivery and student learning are being considered. Individuals with University computing accounts can access Usenet newsgroups through a public news server. Faculty can set up e-mail mailing lists to broadcast messages to all students registered in specific classes, majors, departments, or academic organizations. E-mail is also used for the submission and critique of assignments and similar work. Course-specific Web pages are used to facilitate posting of grades, distribution of announcements and class notes/handouts, course policies and course syllabi, and other similar material. Internet-based lab work is conducted by students and faculty in some departments of the School of Science. Advantages and disadvantages of technology-based instruction are discussed. | [FULL TEXT]

Juneja, Renu (1993).  Pedagogy of Difference: Using Post-Colonial Literature in the Undergraduate Curriculum.  College Teaching, 41, 2. 

Postcolonial African, Indian, and West Indian literature, written in varieties of English that reflect individual cultures, is a rich source of material for teaching about diversity in college courses. Careful selection of texts and attention to their placement in the course are important to their successful use.

Jung, Euen Hyuk (Sarah) (1999).  The Organization of Second Language Classroom Repair.  Issues in Applied Linguistics, 10, 2. 

Explores classroom pedagogy through a focus on classroom interaction. Takes ideas from conversation analysis as a foundation and starts to unravel some of the structures used for classroom pedagogy. Uses the notion of repair, but takes it one step further by understanding repair to be a pedagogical tool used in the English-as-a-Second-Language classroom by both learners and teachers.

Jung, Ingrid, Ed.; King, Linda, Ed. (1999).  Gender, Innovation and Education in Latin America. 

This document contains 19 papers on gender, innovation, and education in Latin America. The following papers are included: "Introduction" (Ingrid Jung); "Reflections on the Gender Perspective in Experiences of Non-Formal Education with Women" (Lilian Celiberti); "Gender and Innovation" (Graciela Messina); "Towards a Pedagogy of Education Programmes for Grassroots Women" (Miryan Zuniga E.); "The Education Dimension in Projects with Women" (Manuel Bastias U.); "Everyday Violence and Women's Education in Latin America" (Linda King); "Participatory Action Research from a Gender Perspective: A Methodology" (Clara Ines Mazo Lopez); "A Gender Education Programme for Women and Men" (Cecilia Barraza); "Self-Diagnosis for Peasant Women" (Carmen Llanos Badaui); "Gender and Development among Peasant Women" (Josefa Ramirez); "Salvadorian Women and Feminist Theory in Popular Education" (Norma Vazquez); "The Motherhood We Experience and Want: An Experience with Working Women" (Maria de Lourdes Valenzuela); "Women Leaders for Women Victims of War" (Yanet Palomino); "Legal Facilitators School" (Hogla Teruel); "Rural Women as Actors in Development: The Training of Leaders" (Irma Estela Aguirre); "A School for Grassroots Women Leaders" (Ana Maria Robles); "Peasant and Indigenous Women's Social and Political Participation" (Vivian Gavilan); "Family Leaders for Health Development" (Angela Rocio Acosta); "Women and Local Development in Popular Sectors in Urban Areas" (Valeria Sanchez); and "Self-Management in Indigenous Women's Handicrafts Micro-Businesses" (Mireya Barrios Rosso). Five papers contain substantial bibliographies. Lists of abbreviations and contributors are appended. | [FULL TEXT]

Jung, Julie (1997).  Revision Hope: Writing Disruption in Composition Studies.  JAC: A Journal of Composition Theory, 17, 3. 

Uses Roland Barthes's metaphor of the "punctum" to explore the transformative potential of disruptions. Argues that writing teachers have been trained to read disruption in texts and classrooms as "evidence of poor taste or failed pedagogy," but that disruptions delay closure and thereby create spaces wherein theories and relationships can be rethought, renegotiated, revised.

Jurema, Ana Christina L. A.; Lima, Maria Edite Costa; Dalmau, Mary C.; Filho, Merval Jurema (1997).  Towards a Pedagogy of Informatics: Preparing Educators To Face the Challenge. 

This paper explores the challenges facing educators to incorporate "informatics"--computer education in the broad context of information technology--into the curriculum for K-12 students, and "capacitation" for teachers, the continuing professional education which enables and empowers teachers to face these demands. The computer education program based on this pedagogy of informatics has been used in more than 20 elementary and middle schools in Brazil for 3 years. The program objectives are to: provide students with access to systematic knowledge about computers and information technology; use computers and information technology as an educational resource for students and school; and assist teachers to become users and teachers of informatics through understanding the philosophy, ideas, and skills on which the program is based. The program, "Introductory Informatics Course for Children and Adolescents," was designed around three themes: (1) foundations of informatics (history, functioning, and use of computers); (2) informatics and society (social impact and vocational and work market analysis); and (3) interest centers (workshops on many topics, including, but not limited to, arts, games, literature, mathematics, pedagogical support, library). The program includes textbooks for students and teachers, family activities, Learning Activity Books for Teachers (methodological orientation and educational programs), and educational software. The ongoing teacher capacitation program includes coursework, monthly teachers meetings, and end of semester workshops. | [FULL TEXT]

Jurmu, Michael C.; Jurmu, Jacqueline MacInnis; Meyer, Judith W. (1999).  Mastery of Content and Pedagogy: Evaluation of Strategies for Teacher Institutes.  Journal of Geography, 98, 1. 

Shows that six minor modifications in the standard format for summer teacher institutes can modestly increase the mastery of geography content by participants. Discusses the six modifications and demonstrates their effects based on observations of two institutes, one that did employ the modifications and one that did not.