Pedagogy | K

Kagan, Dona M.; And Others (1994).  Benefits of Crisis: The Genesis of a School-University Partnership.  Action in Teacher Education, 15, 4. 

This study focuses on processes in an experimental program in which five secondary teachers were to have primary responsibility for supervising student teachers and to assist and support each other. Some teachers experienced growth, but others, unexpectedly, wanted more university input and were reluctant to share troubling experiences with colleagues.

Kagan, Sharon L. (1994).  Leadership: Rethinking It--Making It Happen.  Young Children, 49, 5. 

Reviews multiple definitions and theories of leadership, and suggests that traditional leadership thinking, drawn mostly from the business world, may not be fully appropriate to early childhood. Underscores the importance of shared leadership in early childhood settings. Suggests that early childhood pedagogy and practice have much to contribute to the critical discussion of leadership and leadership development.

Kagan, Sharon L. (1999).  Going Beyond "Z". From Our President.  Young Children, 54, 2. 

Explores an anecdote about a parent withdrawing her child from a child care program as a metaphor for the current status of early childhood to illustrate the pedagogical, practice, and policy dilemmas challenging the field. Maintains that pedagogy, practice, and policy are inseparable and that early childhood professionals must be cognizant of their multiple roles.

Kahn, David, Ed. (1990).  Implementing Montessori Education in the Public Sector. 

This book on implementing Montessori education in the public sector begins with a historical and social overview that reveals the usefulness of Montessori pedagogy as a means of national public school reform. The second chapter discusses equipment needed for Montessori schools, the scope and sequence of curriculum used, and minimal expectations for what should be included in a Montessori classroom. Chapter Three provides a view of Montessori language arts in light of current trends, including bilingual education. Chapter Four outlines a number of implementation approaches. Chapter Five discusses ways to integrate different funding sources so that early childhood Montessori can be supported in school districts that usually do not provide prekindergarten services. Chapter Six concerns Montessori education in relation to the disabled child and special education. Chapter Seven discusses the process of starting a school in terms of development of a proposal, common misconceptions, magnet school funding, and task force development. Cost audits from two established Montessori schools in Cincinnati are included. Chapter Eight covers admissions and recruitment, nonselective admissions, magnet school recruitment, promotions, and admission application procedures. Chapter Nine concerns parent involvement; Chapter Ten, program expansion; and Chapter Eleven, program evaluation. Numerous references are cited throughout; supportive materials are appended to some chapters. | [FULL TEXT]

Kaiser, Jon E.; And Others (1995).  Partners in Portraiture: An Account of the Collaborative Work of Projects PRISM and Co-Arts. 

The evolution and implementation of a collaborative effort between an elementary school bilingual science education project (Process in Science Methods, or PRISM) of The Network, Inc., and a study of the educational effectiveness of community arts centers (Project Co-Arts) are described. With PRISM's focus on science and Co-Arts' concentration on the arts, the two projects may seem unlikely collaborators. Nonetheless, they have been successfully linked because of their shared perspectives on two concepts: (1) process-based education and assessment, and (2) the methodology of "portraiture" to develop an authentic interpretive description of programs. Project Co-Arts developed a process-based model for assessing educational effectiveness, focusing on four program dimensions: teaching and learning (pedagogy); journey (history and future vision); community; and administration. Portraiture, a group process methodology for interpretive description of an educational scenario, was used to document the PRISM program. The process and nature of the collaborative effort are detailed. Appended materials include graphic representations of the Co-Arts assessment model and its application to the PRISM program, in both English and Spanish, and two memos concerning the assessment implementation. Contains six references. | [FULL TEXT]

Kaiser, Linda Wojcikowski (1996).  Essential Provisions for Elementary Foreign Language Programs. 

Using sources such as personal observation, personal communication, and published literature, this essay identifies issues that have accounted for Foreign Languages in Elementary Schools (FLES) programs' failure to survive. Seven essential elements of a successful foreign language program in the elementary school are identified and discussed: (1) setting realistic and appropriate goals and objectives and planning a program to meet them; (2) locating and retaining qualified teachers; (3) using age-appropriate and sound foreign language pedagogy; (4) adopted content based instruction as a foundation for relevance to the overall school program; (5) articulating FLES with middle and high school foreign language programs; (6) performing frequent student assessment and periodic program evaluation; and (7) cultivating parent and community awareness and support. The research draws on personal observation, personal communication, and published literature. Contains 78 references. | [FULL TEXT]

Kalman, Judy; Fraser, Kay Losey (1992).  Opportunities Lost and Lessons Learned: Inside a Workplace Literacy Program. 

This paper is a description of a union-sponsored workplace literacy program conducted in a large metropolitan hospital. The section following the introduction presents the research methodology, including data collection and data analysis procedures. The section entitled "The Making of a Workplace Literacy Program" looks at the planning stages of the program, including the selection of educational model, start-up, and shaping of the curriculum. The next section, titled "Teacher Talk," discusses the class organization and how the structure of lessons and interaction shaped participation, learning, and the type of literacy to which people were exposed. The fifth section, titled "Student Talk," discusses what student-driven learning looked like in this program, as opposed to teacher-driven interaction. "Dealing with the Issues" looks at issues of attendance and how certain assumptions about adult students, what they know, and what their interests are influenced retention. It also reexamines the educational model proposed for this workplace program in light of the preceding analysis. The final section addresses these lessons learned: the complexity of implementing a workplace literacy program; how the unique characteristics of a workplace influence program development and implementation; workers' diverse interests and goals; pedagogy as a main concern; and importance of staff training. (Appendixes include 68 references and some program forms.) | [FULL TEXT]

Kame'enui, Edward J.; Simmons, Deborah C. (1998).  Beyond Effective Practice to Schools as Host Environments: Building and Sustaining a School-Wide Intervention Model in Beginning Reading.  [OSSC Bulletin] 

Suggesting that a missing link between effective practices and their sustained implementation is the "host environment" into which practices, programs, procedures, and pedagogy are translated, this bulletin describes the need for prevention and intervention models in beginning reading that are anchored to the school as the host environment. The model is developed at the school-building level for a particular host environment and for the long term; anchored to ongoing student performance in priority subject areas; customized by collaborative grade-level teams to fit and take hold at the school-building level; and tethered to a centralized data-management system. The paper contains three major sections: (1) a conceptual framework for understanding and mapping the complex and multiple contexts of schools; (2) a set of "big ideas" for designing effective beginning reading instruction for students in kindergarten through grade 3; and (3) the features of a school-wide intervention model customized for beginning reading. Contains several unnumbered figures and 66 references. | [FULL TEXT]

Kameenui, Edward J. (1991).  Toward a Scientific Pedagogy of Learning Disabilities: A Sameness in the Message.  Journal of Learning Disabilities, 24, 6. 

This article reflects on others serialized in the same publication and the general call for a scientific pedagogy in curriculum development around the field of learning disabilities. Curriculum design, textbook adoption processes, and ongoing curriculum alignment are discussed in terms of scientific pedagogy in general and sameness analysis in particular.

Kamler, Barbara (1995).  Is Personal Writing Empowering? Developing Critical Writing Practices in Adult Education.  Open Letter, 6, 1. 

Presents a case study of critical pedagogy in practice. Demonstrates how the "ageing women" and their teacher in a writing class came to a better understanding of their own personal texts when they learned to distance themselves sufficiently to see the broader social and cultural patterns their texts reflected and constructed. (18 references) (Adjunct ERIC Clearinghouse for ESL Literacy Education)

Kang, Hee-Won (1993).  How Can a Mess Be Fine? Polysemy and Reading in a Foreign Language.  [Mid-Atlantic Journal of Foreign Language Pedagogy] 

This article discusses polysemy in terms of foreign language reading and vocabulary development. For some foreign language readers, polysemy can be a major source of difficulty in the comprehension of text, even more so than a lack of vocabulary knowledge. Research with non-native readers of English has indicated that even advanced readers, upon encountering words with multiple meanings, may ascribe previously learned meanings to the words even though those meanings are quite incongruent with the context in which the words are found. This often results in strange interpretations that are inconsistent with the rest of the story. Pedagogical implications of polysemy in regards to the interrelationships between reading and vocabulary development are discussed. The strengths and weaknesses of various vocabulary development activities, such as activities to sensitize learners to common concepts underlying different polysemous meanings of a particular word, are outlined. In conclusion, the article stresses the importance of helping the learner learn ways to develop not only a breadth but also a depth of vocabulary knowledge, as well as further development of the learner's cognitive and metacognitive reading skills so that the language learner will be better prepared to deal with the problems of polysemy when reading in a foreign language. | [FULL TEXT]

Kanpol, Barry (1992).  The Politics of Similarity within Difference: A Pedagogy for the Other.  Urban Review, 24, 2. 

Examines the politics of similarity within difference and "other" as expressed in actions and language of five female teachers in a largely minority urban California school. Observations and interviews illustrate how teachers use the similarity-within-difference and "other" theme to meet challenges of assimilating minority cultures into mainstream United States.

Kanpol, Barry (1993).  An Educational Challenge: Working through a Philosophical Contradiction.  Clearing House, 66, 4. 

Describes two conflicting philosophical traditions within United States schools: philosophical liberalism and philosophical civic republicanism. Discusses how critical pedagogy can be used as a mediating tool between the two philosophies.

Kanpol, Barry (1998).  Confession as Strength: A Necessary Condition for Critical Pedagogy.  Educational Foundations, 12, 2. 

Discusses teacher confession as a pedagogical tool that can prepare teachers for the reality of diversity, arguing that confession is a necessary precondition to preparing present and future teachers to attempt anything critical in their classroom. The paper summarizes literature on critical pedagogy, distinguishes between personal and institutional confession, and recommends including confession in teacher preparation programs.

Kanpol, Barry, Ed.; McLaren, Peter, Ed. (1995).  Critical Multiculturalism. Uncommon Voices in a Common Struggle. Critical Studies in Education and Culture Series. 

This collection explores the way in which critical theory and practice can unite in a common vision of democratic hope. Separate viewpoints are drawn together to constitute a democratic platform for an enlightened critical education agenda. Case studies from narrative and critical ethnography explore the multicultural and power struggles of states, districts, and schools. Of particular note is Chapter 10, focusing on conflict in an inner-city school in Los Angeles (California) serving black students. Essays in the collection are: (1) "Educational Change and the Crisis of the Left: Toward a Postmodern Educational Discourse" (Svi Shapiro); (2) "Radical Democracy, the Politics of Difference, and Education" (Michael Peters); (3) "The Fringe Dwellers: African American Women Scholars in the Postmodern Era: (Beverly M. Gordon); (4) "Multicultural Education and Postmodernism: Movement Toward a Dialogue" (Carl A. Grant and Judyth M. Sachs); (5) "The Politics of Insurgent Multiculturalism in the Era of the Los Angeles Uprising" (Henry A. Giroux); (6) "Pedagogies of Dissent and Transformation: A Dialogue about Postmodernity, Social Context, and the Politics of Literacy" (Kris D. Gutierrez and Peter McLaren); (7) "Adult Education and the Politics of the Theoretical Text" (Daniele D. Flannery); (8) "Learning the Hard Way: Maria's Story" (Bonny Norton Peirce); (9) "Multiculturalism and Empathy: A Border Pedagogy of Solidarity" (Barry Kanpol); (10) "The Conflicts of Difference in an Inner-city School: Experiencing Border Crossings in the Ghetto" (Fred Yeo); (11) "Emerging Student and Teacher Voices: A Syncopated Rhythm in Public Education" (Suzanne Soohoo); and (12) "Safeguarding Empowerment" (Jeffrey Cinnamond).

Kansanen, Pertti, Ed. (1993).  Discussions on Some Educational Issues IV. Research Report 121. 

This research report presents five papers offering Finnish, Swedish, Norwegian, and Australian views of educational issues. The first paper, "Nursery School Leadership--A Forgotten Leadership" (Margareth Drakenberg), discusses societal changes in Sweden, characteristics of Swedish Child Care Service, literature on leadership styles and organizational development, and results of interviews with 30 nursery school leaders which indicated that person-oriented duties such as human resource management and problem solving were the most difficult to handle and the most time consuming. In an essay titled "Research and Teaching: Vision and Reality," Bruce A. Jeans examines ideology and prejudice, university staff, program design and content, diversity and uniformity in teaching, academic freedom, essential features of research, research paradigms, and performance appraisal. "An Outline for a Model of Teachers' Pedagogical Thinking" (Pertti Kansanen) describes a research project which sought to find out how teachers move in their thinking from the descriptive to the normative. "Didactics: From Art to Science" (Tomas Kroksmark) outlines the interrelationship among methodology, didactics, and pedagogy. "Learning/Instruction Issues in Basic Skills" (Nils Sovik) concentrates on tasks related to basic skills curricula and the competence of the teachers who have responsibility for organizing, processing, and evaluating the learning/instruction program in arithmetic, reading, and writing. | [FULL TEXT]

Kapitzke, Cushla (1999).  Cyber Pedagogy as Critical Social Practice in a Teacher Education Program. 

The policies and practices of higher education are influenced by social, economic, and technological changes currently occurring in postindustrial information societies. Competition in the globalized marketplace of mass tertiary education is transforming traditional curricula and their pedagogies. New communications and information technologies are central to these changes and to the philosophical and pedagogical shifts occurring in university classrooms. Using a case study, this paper investigates the use of online technologies in preservice teacher education. For the purpose of the study, cyber technologies and their associated pedagogical activities are conceptualized not only as tools but also as social practices. This enables a focus on learning and teaching as transformative practices. The instructional design of the course includes the posting of lecture notes on the Web and virtual tutorials through group e-mail discussions. All five criterion-referenced assessment pieces are required to be submitted at the semester's end on a four-member student Web page that is constructed as part of an assignment. The assignments, two of which are a review of Queensland Web sites and an evaluation of two search engines replete with a log of the search journey, illustrate the new forms of cyber- and techno-literacies. (Information Technology Skills Survey is appended.) | [FULL TEXT]

Kaplan, Marsha A.; Knutson, Elizabeth (1993).  Where Is the Text? Discourse Competence and the Foreign Language Textbook.  [Mid-Atlantic Journal of Foreign Language Pedagogy] 

Increasingly, foreign language textbooks have espoused a pragmatic approach to the teaching of language, underscoring the value of communicative competence, functional language use, and conversational effectiveness, while at the same time retaining to some degree the more traditional goals of structural analysis and "knowledge about" language and culture(s). However, the notion of discourse competence, defined here as the ability to understand and produce connected, coherent speech in conversation, has remained relatively neglected by materials writers. The purpose of this paper is to determine to what extent grammatical and rhetorical discourse phenomena are addressed in recent French textbooks that espouse communicative or proficiency approaches. In a small-scale survey of eight widely used elementary and intermediate French textbooks, claims and assumptions about discourse that are reflected in grammar explanation, oral exercises, and samples of text are analyzed.  | [FULL TEXT]

Kaplan, Robert B. (1991).  Literacy, Language Planning, and Pedagogy. 

Various groups of Native American peoples and other non-English speakers are required to become literate in English and are promised that literacy will solve their social, economic, and political problems. Yet, having achieved some level of English literacy, many of these people find that not much has changed. The educational system attributes their lack of success to something "wrong" with the learners. The problem, however, is more complex, having roots in the way educational planners go about their business, in the history of written language, and in a general failure to perceive that various forms of written language serve different purposes. The absence of literacy is a natural human condition, and literacy is a complex and rich technology that is useful only under certain conditions. Government-supported language planning is fraught with dangers. Governments often have accepted the notion that monolingual literacy is desirable, ignoring the fact that orality and literacy serve different societal functions and that a lack of fit may exist between the dominant language and a minority (oral) language with regard to minority community needs. Other policy problems lie in the inability of the education sector to permeate an entire culture, the lack of written materials in certain languages, and the fact that process-based literacy training provides functional skills but not access to the language used in societal power structures. Policy suggestions for bilingual education in Alaska and the preservation of Native American languages are included. This paper contains 32 references. | [FULL TEXT]

Kaput, James J. (1995).  A Research Base Supporting Long Term Algebra Reform? 

This paper discusses three dimensions of algebra reform: breadth, integration, and pedagogy. Breadth of algebra includes algebra as: generalizing and formalizing patterns and constraints; syntactically-guided manipulation of formalisms; study of structures abstracted from computations and relations; study of functions, relations, and joint variation; and cluster of modeling languages and phenomena-controlling languages. Also discussed are research supporting algebra reform and how research can lead the practice of teaching algebra in new directions. Three phases of reform (short, intermediate, and long term) are discussed using examples of current research projects. Short term reform is seen as first attempts that leave course structures in place, but which contain significant enrichments, such as technology. The second or intermediate phase of reform centers on the integration of algebra into the middle school and offered to all students. The third, long term phase of algebra reform involves full integration of the development of the many forms of algebraic reasoning across all grades with the learning of important mathematics. Contains 108 references. | [FULL TEXT]

Karinshak, Carole B. (1996).  Teaching Homeless Adults. Pedagogical Considerations.  Adult Learning, 8, 1. 

Critical pedagogy, perspective transformation, and a participatory environment are some of the strategies useful in helping homeless adults through their transitional status.

Kates, Susan (1997).  The Embodied Rhetoric of Hallie Quinn Brown.  College English, 59, 1. 

Examines the pedagogy of African-American elocutionist Hallie Quinn Brown (1845-1949), professor of elocution at Wilberforce University from 1893 to 1923, as it addresses pedagogical issues still important today, such as how rhetorical instruction should address the needs of those who have a different linguistic heritage and culture.

Kathuria, Ravider; Serpell, Robert (1998).  Standardization of the Panga Munthu Test--A Nonverbal Cognitive Test Developed in Zambia.  Journal of Negro Education, 67, 3. 

Describes the Panga Munthu test, a measure developed in Zambia to provide a more accurate and culturally appropriate assessment of intelligence for children in a non-Western society. Presents results of psychometric studies based on 3,231 children and describes two complementary approaches for deriving reference norms to guide interpretation of individual scores.

Katz, Julie (1997).  "Bagels Anyone?": Pedagogy of the Confused and Hungry in the Dead Zone. 

One instructor's "dead zone" (her windowless classroom in the depths of the Humanities building) was the place where little exchange between teacher and students took place. When one day she overheard the students talking about how little money they had left on their meal cards, she took a few dozen bagels to that afternoon's writing lab. The experience made her realize that some changes were necessary to begin recognizing and acknowledging the reality of students' lives inside and outside the classroom. Since that "dead zone" semester, the instructor has tried to rethink, reposture, and reposition herself and her attitude toward the classroom environment, the students, their writing, and what they have to offer. These urban students do not come from anything remotely resembling a traditional family--they come from unstable environments where drugs, crime, and violence are daily occurrences. They cannot buy textbooks because their financial aid has not come through; they have learning disabilities that they desperately try to conceal from their peers. Writing teachers need to examine how the discourse of the discipline constructs students as others; they need to question how to understand the students' reality; and, they should apply a humanistic attitude to their pedagogy. Such a reevaluation would allow instructors to see that there is no "ideal" assignment, ideal setting, or ideal student. Existing practices and theories must be questioned for literacy to have any meaning in students' education and in their futures. | [FULL TEXT]

Katz, Lilian G. (1994).  A Developmental Approach to the Education of Young Children: Basic Principles = Pedagogika Obrazovania Detei Doshkolnovo Vozrasta. Osnovanaya Na Intelektualno-Sotsialnom Razvitayia Detei. 

Noting that there are many criteria by which to determine whether pedagogical practices are appropriate for young children, this paper outlines a developmental approach to pedagogy for young children. Twenty-three principles of practice are outlined. The main suggestions are that a developmental approach is one that takes into account those aspects of teaching and learning that change with the child's age and experience, as well as the normative and dynamic dimensions of development. Accordingly, the appropriate curriculum must be decided on the basis of (1) what is best in the long term, (2) what strengthens young learners' disposition to study closely their environments, and (3) what knowledge is useful to them in the present. Young children should not be introduced to formal instruction too early, intensely, or abstractly, but should be given the opportunity to experience in-depth understandings through interactive, first-hand and active experiences with real objects and real environments. Learning should proceed from behavioral to representational knowledge, and young learners should have opportunities to apply in meaningful contexts the knowledge learned in the more formal parts of the curriculum. Young children should be engaged daily in worthwhile activities and work in which cooperation is functional and not phony. | [FULL TEXT]

Katz, Lilian G. (1996).  Child Development Knowledge and Teacher Preparation: Confronting Assumptions.  Early Childhood Research Quarterly, 11, 2. 

Explores some widely held assumptions concerning the role of child development knowledge in teaching young children. Issues explored include What does the term "development" mean? What child development knowledge should be learned? Can we agree on a body of child development knowledge and principles? Why has the role of child development knowledge in pedagogy become a contentious issue?

Katz, Lilian G. (1996).  Children as Learners: A Developmental Approach. 

This paper outlines 22 principles of practice that serve as criteria by which to judge the developmental appropriateness of an early childhood curriculum. The principles lead to the assertion that young children as learners are greatly supported when a "project approach" is used--e.g., when their early childhood education experience includes opportunities for investigations of phenomena in their environments. Criteria of appropriateness of curricula and pedagogy are discussed, along with explanations of the developmental approach to curricula and teaching practices. The 22 principles of a project or developmental approach include: (1) taking into account those aspects of learning that change with the age and experience of the learner; (2) taking into account two equally important dimensions of development--normative and dynamic; and (3) children's dispositions to be interested, engaged, absorbed, and involved in intellectual effort are strengthened when they have ample opportunity to work on a topic or investigations over a period of time. | [FULL TEXT]

Katz, Lilian G. (1997).  Child Development Knowledge and Teachers of Young Children. 

This monograph explores issues around the position of child development knowledge in early childhood education. Part 1 of the monograph raises questions regarding the role of such knowledge in teaching young children and its place in teacher education. This section considers the definition of "development," the type of child development knowledge that should be learned, the potential for professional agreement of a body of child development knowledge and principles that must be mastered by students, and reasons why the role of child development knowledge in pedagogy has become a contentious issue. Part 2 outlines how understanding the nature of child development can be used to generate basic principles of practice for early childhood education that satisfy developmental criteria. This section proposes 19 principles of early childhood practices that have implications for planning curricula and programs for young children. Included in this monograph are selected ERIC annotated bibliographies on early childhood teacher education and developmentally appropriate practices in early childhood education. | [FULL TEXT]

Katz, Mira-Lisa (1995).  Language Practices in Deaf Education: How Ideology Shapes Individual Lives.  Open Letter, 6, 1. 

Raises the issue of the integrity of "voice" while discussing deaf culture and language. Focuses on deaf users of American Sign language and encourages examining whether an imperialistic attitude underlies society's expecting the deaf to learn a spoken language, such as English, even if the teaching is critical in orientation. (41 references) (Adjunct ERIC Clearinghouse for ESL Literacy Education)

Kaufman, Dorit; Brooks, Jacqueline Grennon (1996).  Interdisciplinary Collaboration in Teacher Education: A Constructivist Approach.  TESOL Quarterly, 30, 2. 

Describes the evolution of a collaborative initiative involving undergraduate and graduate students in two teacher education programs. The article maintains that this collaboration, integrating language pedagogy and science instruction, is necessary for teachers who are to collaborate in schools and create enhanced interdisciplinary classroom environments. (63 references)

Kaufman, Judith S.; McDonald, Janet L. (1992).  Teacher as Change Agent: Helping Preservice Teachers Articulate Their Visions. 

This paper describes the impact on preservice teachers of an education course entitled "Teacher as Change Agent" which was inaugurated in 1991 at Union College (Schenectady, New York). The course represents a concerted effort to help beginning teachers bridge the gap between the real and ideal in public education without losing their sense of idealism. Data were collected through in-depth interviews with nine interns completing a year-long Master of Arts in Teaching (MAT) program. During the interviewing process, students were asked about their reasons for going into teaching, their ideals at the beginning of the year-long program, changes in ideals as a result of teaching internships and coursework, and the current status of their ideals. Additional data were collected from weekly journals kept by the 35 student interns, instructors' notes, and weekly reaction papers. Four periods in the interns' retrospective accounts of the program and their teaching were discerned: (1) a naive idealism; (2) confrontation with the realities and complexities of teaching, with focus turning to content and pedagogy; (3) a pessimism and depression that in part reflected the socialization of schools and an inability to bring ideals into the classroom; and (4) the re-emergence of ideals as interns began to see themselves as potential agents of change due to the explicit focus in seminar. The syllabus for the course, "Teacher as Change Agent" is appended. | [FULL TEXT]

Kawagley, Angayuqaq Oscar; And Others (1995).  Incorporation of the World Views of Indigenous Cultures: A Dilemma In the Practice and Teaching of Western Science. 

The teaching of science in the United States is dominated by examples of the contributions of European and American scientists. The multitude of contributions of knowledge and ways of thinking of the many other cultures of the world have been largely ignored. This paper presents evidence from the Yupiaq culture in southwestern Alaska that demonstrates that indigenous cultures have developed their own scientific bodies of knowledge and ways of thinking about the world that differs in crucial ways from that of Western Science. Yupiaq contributions to science and technology and Yupiaq world views are described. Implications for curriculum development and pedagogy are discussed. | [FULL TEXT]

Kawagley, Angayuqaq Oscar; Barnhardt, Ray (1998).  Education Indigenous to Place: Western Science Meets Native Reality. 

Indigenous peoples throughout the world have sustained their unique world views and associated knowledge systems for millennia. Many core values, beliefs, and practices associated with those world views have an adaptive integrity that is as valid today as in the past. However, traditional educational processes to transmit indigenous beliefs and practices have frequently conflicted with Western formal schooling and its world view. This paper examines the relationship between Native ways of knowing and those associated with Western science and formalized schooling in order to provide a basis for an education system that respects the philosophical and pedagogical foundations of both cultural traditions. Although examples are drawn from the Alaska Native context, they illustrate issues that emerge anywhere that efforts are underway to reconnect education to a sense of place. Elements of indigenous and Western world views are contrasted. Vignettes and examples depict the obstacles to communication between state agency personnel and local elders discussing wildlife and ecology issues; a cross-cultural immersion program for non-Native educators, held at a remote camp with Native elders as instructors; areas of common ground across world views; and indigenous implications for a pedagogy of place. Educational applications of four indigenous views are discussed: long-term perspective, interconnectedness of all things, adaptation to change, and commitment to the commons. | [FULL TEXT]

Kay, Sandra (1992).  On the Nature of Expertise. 

This paper on the nature of expertise discusses implications of findings of an earlier study into the problem-solving, problem-finding and thought processes of 3 groups: 20 professional artists (experts), 20 semiprofessional artists (non-experts), and 20 non-artists (novices), each group consisting of 10 male and 10 female adults. Subjects were all given a "game" and instructed to "do whatever you like with it" and then asked later to verbally recount their mental processes as they observed a videotape of themselves. Results are discussed in terms of differing attitudes of experts versus non-experts and novices toward play, creative thought, personal aesthetic biases, and selected perception. Examples from the study are used in a discussion of the role of aesthetics in creative thought and sense of responsibility to the solution; i.e., knowing when a solution is "good," or "right," not simply when the task is "done." Implications considered include the possibility that aesthetic development may be critical to the development of creative thought and the need to reconsider the pedagogy involved in developmental approaches to defining or identifying exceptional ability in the visual arts. | [FULL TEXT]

Keat, Marilyn S. (1992).  Beyond the Virtues-Principles Debate.  Educational Theory, 42, 4. 

Indicates basic ontological assumptions in the virtues-principles debate in moral philosophy, noting Aristotle's and Kant's fundamental ideas about morality and considering a hermeneutic synthesis of theories. The article discusses what acceptance of the synthesis might mean in the theory and practice of moral pedagogy, offering examples of appropriate pedagogies.

Keating, Pamela (1999).  Education Standards and Teacher Licensure: The State of States' Standard-Setting and Standards-Based Teacher Licensure Recommendations for Alaska. 

This paper focuses on standards-based teacher licensure in Alaska. Section 1, "Introduction," examines the history of schooling in the United States, noting different periods of reform. Section 2, "School Reform Since 'A Nation at Risk,'" discusses how that report shifted the focus for reform. Section 3, "Education Standards," focuses on standards-setting in core subjects and standards-setting in the states. Section 4, "Assessment and Accountability," looks at how new student assessments were expected to be aligned with states' standards. Section 5, "Teaching," discusses teacher standards and assessments and presents implications for preparation, licensure, and professional development of teachers. Section 6, "Recommendations," stresses the importance of: knowing appropriate content and pedagogy; knowing public expectations for students' learning (state standards) and being sure that assessments capture what is important; and knowing the context of the work. | [FULL TEXT]

Keedy, John I. (1995).  Teacher Practical Knowledge in Restructured High Schools.  Journal of Educational Research, 89, 2. 

This study assessed the extent to which teacher practical knowledge was student centered and practiced schoolwide in three high schools nationally recognized as pioneers in school restructuring. Teacher and student interviews indicated that the pedagogy practiced within the schools differed little from that of typical suburban and urban high schools.

Keiffer-Barone, Susan; McCollum, Terry; Rowe, John; Blackwell, Barbara (1999).  Science Curriculum Development as Teacher Development: A Descriptive Study of Urban School Change. 

The purpose of this study was to describe the curriculum development process in a large mid-western urban school district as it was perceived by the teachers involved in this project over a four year period. This study was conducted using qualitative methods, particularly participant observation, semi-structured interviews and written surveys. Three significant patterns emerged. First, teachers perceived curriculum primarily as content, but also as pedagogy. They stressed not only what should be taught but how content should be manipulated in science. Second, teachers described the process of curriculum development as emergent, and never complete. Third, teachers conceptualized the success of the project not only in terms of a written document, but in terms of the personal and staff development inherent in the collaborative, reflective nature of the process as they created and experienced it. | [FULL TEXT]

Kelder, Richard (1992).  Epistemology and Determining Critical Thinking Skills in the Disciplines. 

Integrating critical thinking and reasoning skills with content in the humanities and the social science curricula at the postsecondary level invites students to become co-participants in discovering and constructing knowledge as members of a learning "community." Readers of the research literature on critical thinking confront many definitions and interpretations of critical thinking, not to mention considerable debate about what thinking skills are involved and how they should be taught. The common ground among critical thinking theorists is the belief that teaching critical thinking must be integrally related to some form of content knowledge. Instructors ought to begin to teach the philosophy or structure of their disciplines, be it history, sociology, or literature, in addition to examining the various ways that arguments are constructed and evidence used to substantiate statements and knowledge claims. Critical thinking skills can be taught most effectively in an interdisciplinary curricula in which critical thinking is valued and established as an educational goal and where faculty reach a consensus on a pedagogy to teach reasoning skills across the disciplines. An interdisciplinary curricula in critical thinking should teach students to think and make judgments in different interpretive frames, to step outside of preconceived and limited thinking patterns. A major pedagogical goal of a critical thinking curriculum must be to problematize received knowledge and paradigms by engendering a critical spirit in institutions and in classrooms, not in a way that devalues inherited knowledge and values, but in a way that enriches them. | [FULL TEXT]

Kelder, Richard, Ed. (1994).  Interdisciplinary Curricula, General Education, and Liberal Learning. Selected Papers from the Annual Conference of the Institute for the Study of Postsecondary Pedagogy (3rd, Lake Mohonk, New York, November 10-12, 1993). 

This collection of 26 papers focuses on interdisciplinarity and its impact on the core or general education curriculum at postsecondary institutions. The papers include: "Professing or Instructing: Outstanding Challenges in the Task of Facilitating Student Reflection on Identity as Individual, as Family Member, and as Citizen" (Steve R. Gordy and others); "An Integrated Humanities Base: The Results of a Pilot Study" (Stephen Wilhoit); "Putting the Culture into Multicultural Education: Toward a Critical Model of Cultural Literacy" (Stanton W. Green and Stephen Perlman); "Making Connections: Interdisciplinary Senior Capstones for a Core Curriculum" (Beth Daugherty and others); "The Process of General Education Reform: An Impossible Dream...Almost!" (Thomas Curran and others);"Revolutions in Science: Making Connections across the Core Curriculum" (Frank T. Kuserk and others); "Evaluating Two Liberal Arts Curricula: An Initial Assessment of Comparative Performance" (Peter Von Allmen and others); "Teaching Literature and Medicine: Unequal Marriage?" (Gayle Whittier); "Theoretical Models of Curriculum Integration for Postsecondary Curriculum: A Historical Perspective" (Rose A. Rudnitski); "Writing To Learn: Learning To Write" (Joel Wingard and others); "Initiating Change in College Classrooms Through Stories and Collaborative Discourse" (Jere R. Holman and Mary A. Jensen); "Scientific Literacy and Quantitative Thinking" (Michael I. Sobel); "Innovative Approaches to Teaching Introductory Geology to Urban Students in the New York Metropolitan Area" (Howard R. Feldman); "In Response to Conflict: An Innovative and Practical Application of Interpersonal Communication Courses" (Dudley D. Cahn and Barbara Geider); "The 'New' Rhetoric Across the Disciplines" (Alison Warriner); "The Teaching of Critical Thinking through Adolescent Literature" (Sheila Schwartz); "Faculty Development for Critical Thinking Across the Disciplines" (Mark Weinstein and Wendy Oxman); "Global Origins of U.S. Society: Manhattan College's Multidisciplinary Course: Its Inception, its Syllabus, the Burdens of Success" (June Dwyer); "Values and Diverstiy: Towards a Critical Multiculturalism" (Scott Brophy and Steven Lee); "Cultural Encounters: Interdisciplinary Faculty Development for an Intercultural Core Curriculum; (Judith DeGroat and others); and "Global Issues, An Interdisciplinary Core Course" (Clarke Chapman and others).

Kelder, Richard, Ed. (1994).  Theories of Learning: Teaching for Understanding and Creativity. Selected Papers from the Annual Conference of the Institute for the Study of Postsecondary Pedagogy (4th). 

This book presents 24 papers dealing with learning theory and its application at the postsecondary level, many stemming from the ideas of Robert Sternberg and Howard Gardner. Articles include: (1) "Introduction" (Richard Kelder); (2) "Teaching Variability in Problem Solving" (Patricia D. Stokes); (3) "Cognitive Theory and Teaching Critical Thinking: The Lawyer's Approach to Postsecondary Education" (Stephen Schoeman); (4) "Is There a Fit Between Critical Thinking Theory and Cognitive Theory" (William R. Brown); (5) "Assessing Assessment" (Judith Entes and Richard L. Larson); (6) "Wrestling With Angels" (Gayle Whittier); (7) "Food For Thought: Writing and the Domain Beyond the Cognitive" (Alice G. Brand); (8) "Crossing Academic and Social Boundaries Through Technology" (Marcia Birken and Anne C. Coon); (9) "Multimedia Instruction: One Solution to the Development of Diverse Learning Environments" (Jeanne Buckley); (10) "Liberal Education and the Implicit Curriculum: Faculty Response and Responsibilities" (Dana S. Dunn, et. al.); (11) "A Student-Centered Pedagogy: Collaborative Learning, Assessment, and Retention" (Carol Ann Dalto et al.); (12) "Reconfiguring Knowledge Relations: A Department's Self-Study Project" (Mark Zuss); (13) "Assessment of Mathematical Problem Solving: Strategies for Teachers" (Elaine Kolitch and Elaine Hofstetter); (14) "Portfolios: Emerging Voices" (Harriet Fayne and Nancy Woodson); (15) "Gateway Psychology at Rutgers: Addressing Retention in a Content Course" (Gary M. Parilis et al.); (16) "Innovations in Group Modes for Adult College Students" (Miriam Tatzel); (17) "Inner Visions/Outer Visions" (Nancy King); (18) "Ways of Knowing in Education and Diverse Learning Styles" (Maxine Morrin); (19) "The Artistic Process: A Model for Teaching and Learning" (Kristin Rauch); (20) "Learning About Thinking by Thinking About 'Art'" (Stephen W. Shipps); (21) "Masks and Maskmaking: Reading and Writing. A Kinesthetic, Learner-Centered Approach for High-Risk Students" (Emma Zevik); (22) "Less is More: Applying Caleb Gattegno's "Words in Color" to Language and Literacy Learning on the College Level" (Bill Bernhardt et al.); (23) "Cultivating Multiple Intelligences Through 'The Living Journal'" (Christian Koontz); and (24) "Creativity Enhances Learning in College Classes: The Importance of Artists and Poets" (Ronald R. Cromwell). (Individual chapters contain references.) | [FULL TEXT]

Keller, Robert (1997).  A Publisher's Perspective on Literacy at the Middle Level.  Middle School Journal, 29, 2. 

Discusses changes in the process of planning and publishing a middle school literacy program, noting the difficulty of incorporating trends in pedagogy and curriculum development. Considers factors for choosing literature for a literacy program, the continuing role of textbooks, and the role of technology in the development of literacy materials.

Kelley, Carolyn (1995).  Teacher Compensation and Organization. 

Traditionally, teacher compensation has been viewed in isolation from other components of organizational reform. This paper examines changes in dominant models of schooling over time using an organizational lens. The six models include scientific management, humanistic/specialization, effective schools, content-driven, high standards/high involvement, and virtual schools. Teacher compensation is examined as a piece of the organizational system to determine how compensation has or has not kept pace with changes in schools as organizations. Throughout the latter half of this century, the dominant teacher-compensation strategy supported organizational values, goals, and structures of the scientific-management model. However, teaching has become a complex task with high demands for knowledge and skills in pedagogy, subject-matter content, leadership, and management. This change requires that organizations focus structures and resources to support teachers in meeting these organizational goals and expectations. Teacher compensation is a valuable organizational component that could be used to support the skill and knowledge development of teachers, and to provide incentives for teacher teams and school faculties that improve their students' achievement. Teacher compensation should be examined as an element of school systems that can be restructured to reinforce overall reform goals and strategies. While avoiding simplistic individual incentive and merit-pay plans, policymakers should consider large components of skill-based pay, team and school performance awards, and other pay structure changes. One figure and one table are included. | [FULL TEXT]

Kellner, Douglas (1998).  Multiple Literacies and Critical Pedagogy in a Multicultural Society.  Educational Theory, 48, 1. 

Multiple literacies are needed to meet the challenges of today's new technologies and multicultural society. Media literacy is necessary because media culture strongly influences people's world view. Education must foster various literacies to empower students and to make education relevant to society. Critical pedagogy can promote multicultural education and sensitivity to cultural differences.

Kelly, Alison; Washtell, Anne (1996).  "Developmental Education" in Russia.  Early Child Development and Care, 124. 

Places the work of Lev Vygotsky within a historical context and describes the understanding of his work in the West. Outlines some key features of Russia's new "developmental education," which involves the translation of Vygotskian principles into pedagogy. Concludes by raising some implications and challenges of this work for thinking in the West.

Kelly, Deirdre M. (1993).  Secondary Power Source: High School Students as Participatory Researchers. 

Conditions that foster and hinder participatory research are examined, using examples from one such research project aimed at dropout reduction undertaken with students in a "last chance" high school. The 13 student researchers sometimes used racial, gender, and social class differences to gain power and display undemocratic behavior within the group. Dilemmas arose as small-scale actions were implemented that seemed to threaten the power and authority of teachers and administrators both within the alternative school and the traditional high schools that fed into it. The limits to extending democracy to students through research are identified, drawing on recent theoretical work on feminist pedagogy and participatory research. It is concluded that youths need to be taken seriously as knowers and potential agents of change, and that adults who want to work with adolescent researchers need to model democratic teaching and leadership.   | [FULL TEXT]

Kelly, Deirdre M. (1995).  Warning Labels: Stigma and the Popularizing of Teen Mothers' Stories. 

Those interested in critical, feminist, and anti-racist pedagogy are on a search for means to counter dominant ways of speaking about stigmatized groups. Some see promise in popular theater, which starts from the experience of those on the margins. This ethnographic study followed 12 teen mothers, a highly stereotyped group, as they wrote and publicly performed a play about their lives. The playwrights wished to convey three messages: (1) they became pregnant for a variety of reasons, just like older women do; (2) they support a young woman's right to choose--including motherhood--based on individual circumstances; and (3) they believe that being a mother is a challenging yet positive experience. These messages, however, largely got diffused for several reasons: (1) the play's adult sponsors wanted it to encourage the prevention of teen pregnancy as much as to give voice to teen mothers; (2) given these dual purposes, the director tried to elicit warning stories from the play-builders; (3) the teen mothers found it difficult to forge one representative story from 12 evolving lives and difficult as well to challenge one stereotype without feeding into another; and (4) audience members, influenced by prevailing social attitudes, did not always interpret the play as the authors' intended. Nevertheless, practices like play-building hold educational promise if not oversold to students as an opportunity to fuse individual stories into one coherent statement capable of displacing opposing ideologies. The script writing phase, in particular, helped teen mothers articulate their concerns and collectively theorize about their experiences. | [FULL TEXT]

Kelly, Kathleen; Sokuvitz, Sydel (1996).  An MBA Communication Program in an Entirely Integrated Management Core.  Business Communication Quarterly, 59, 2. 

Considers four choices that a program developer must make when designing the communication component of a Masters of Business Administration program. Describes how one program optimized these choices in an integrated program in which the curriculum is built around stages in the business development cycle. Discusses challenges of embarking on an integrated project and suggests strategies for meeting them.

Kemis, Mari R.; And Others (1990).  Teaching Potential and Its Relationship to Multiple Ratings of Student Teaching Performance and Other Factors. 

This study, part of a 10-year longitudinal study assessing the teacher education program at Iowa State University, examined the performance of student teachers and their teaching potential as judged by multiple raters. University supervisors, cooperating teachers, and student teachers (N=260) rated items on a questionnaire addressing professional qualifications, classroom competencies and techniques, personal qualifications, and potential as future teachers. These data complement and were combined with information on the student teaching experience collected from teacher education students at graduation; as an original part of the longitudinal study, such questions have been asked at graduation, with respondents rating their satisfaction with aspects of student teaching and giving perceptions of their student teaching performance. An analysis of the results suggests that a meaningful relationship exists between student teacher self-ratings of performance and multiple ratings of student teacher characteristics and performance. The three groups agree that quality of preparation in pedagogy, confidence in abilities, and academic indicators are key elements in judging potential of future teachers. A table is appended listing the item means and comparing the three ratings. | [FULL TEXT]

Kenerson, Murle E. (1996).  Implications and Strategies in Collection Development for Multicultural Education at Tennessee State University. 

This document profiles the role of Tennessee State University's Brown-Daniel Library in its collection development activities for a culturally diverse student body. It recommends that a series of goals and objectives be maintained in the selection criteria of library materials for students having diverse backgrounds. Topics include a brief historical background, school demographics, a description of the Brown-Daniel Library and its multicultural policies and programs, the African-American studies program at Tennessee State University, and a review of the literature on multicultural education. The library and its collection practices are analyzed using Nieto's Model (1992) for multicultural education, which consists of seven benchmark characteristics for multicultural education. Multicultural education should be: anti-racist; basic; widely relevant to all students; pervasive; instrumental in educating about social justice; process-oriented; and based on critical pedagogy.   | [FULL TEXT]

Kennedy, Cathleen A. (1998).  Conflicting Purposes of Education: Will Improving Access to Higher Education Undermine Quality? 

This paper ties technologies used in education to purposes of education by correlating technologies with structures and structures with purposes. The paper begins with an exploration of the history of higher education structures, showing how technological innovation is a key component of major improvements in access to education. Next, the debate between advocates and critics of online education is considered against the backdrop of the three purposes of education: creating of an educated citizenry; resolving social inequities; and making educational systems more efficient. Finally, a vision of using online technology as a unifying influence is presented, bringing the three purposes of education into accord to support individual learners. Highlights include individualization of instruction and guidance, interactions among students and teachers, improvements in pedagogy, issues of equity, and a new model, called "Education for One," that includes five components: expanding access to education; the realization that one-size-fits-all curricula limit the effectiveness of education; the individualized nature of instruction; time and place independence of students and teachers; and cultivation of an academic community that is parallel to and integrated with the parent institution. Contains 17 references. | [FULL TEXT]

Kennedy, Cathleen A. (1999).  Reinventing Online Education from a Social Context. 

This paper presents a new educational paradigm for online education from the perspective of a faculty member who has taught these classes. It also addresses the value of the social context of the audience when looking into the differences between traditional and distance learners. The article cites one study that found that, as compared with traditional students, telecourse students are more intelligent, more emotionally stable, more trusting, and more conforming. They also tend to be more self-sufficient and expedient. The paper challenges assumptions about distance learning students in the online environment, asking if students who take courses online are already motivated, capable, and familiar with the technologies. If online education is viewed as an extension of what has been done before, there is a risk of building in certain assumptions about the teacher-student model and student learning strategies. How can online education be reinvented from a social context? What needs to be done? First, identify the educational purpose, asking who the institution seeks to serve and to what end. Once an audience is chosen, a community of learners who have reason to study a particular discipline online can be developed. The needs of the community must precede the pedagogy. Finally, the requirements of technology must be considered in terms of how to meet these objectives. | [FULL TEXT]

Kennedy, Mary M. (1990).  Generic and Curriculum-Specific Instruction Planning in Alternative Routes to Certification. Research Report 90-2. 

This paper examines the relationship between pedagogy and subject matter specifically in the context of the instructional planning provided by two alternative route programs. Instructional planning can be and often is taught to teacher candidates as a generic skill, yet in practice it must necessarily occur in the context of a subject. The paper describes four examples of lessons teacher candidates received in instructional planning. Two of these occurred in the context of a curriculum. The first portrayed instructional planning as a matter of choosing instructional goals. The second portrayed instructional planning as a matter of arranging required subject matter into the available calendar spaces. The other two examples were removed from any curriculum context. The first of these focused on a well-organized sequence for instruction, with the focus on packaging and presenting each day's subject matter. The second portrayed instructional planning as a process that existed independent of subject matter. A discussion is presented on the implications of such lessons for subject matter content. | [FULL TEXT]

Kennedy, Mary M. (1990).  Trends and Issues In: Teachers' Subject Matter Knowledge. Trends and Issues Paper No. 1. 

Studies have addressed the substantive knowledge of teachers and the content that is actually taught in classrooms. Some research has indicated that teachers have difficulty teaching certain areas because they themselves lack sufficient understanding about those areas. In considering the kind or amount of subject matter knowledge teachers need, discussion centers around the content of the subject itself, the organization and structure of that content, and methods of inquiry used within the subject. These three aspects are construed as the core aspects of subject matter knowledge. Consideration of subject-specific pedagogy provides the example of a science teacher who wants students to understand the scientific method. Three different pedagogies are described, each teaching something different about the scientific method. An analysis of the kind of policies that address subject matter knowledge focuses on: research pertaining to the generally accepted concept of teachers and their functions, current methods of evaluating teachers' subject matter knowledge, and the difficulty of attaining the high standards considered desirable. A 48-item bibliography is included. | [FULL TEXT]

Kent, Norma, Ed.; Carey, Donna, Ed.; Kee, Arnold M., Ed. (1999).  Removing Vestiges: Research-Based Strategies To Promote Inclusion, September 1999. 

The four articles in this issue of Removing Vestiges reflect on institutional, curricular, and classroom approaches to freshman orientation. This issue provides examples of ways institutions meet the needs of their students. The first and last articles involve institutional orientation. Vrondelia Chandler, in "Preparing Community College Minority Programming To Serve an Urban Campus: Perceptions of the Needs of African American Students," takes the reader through a process of student services assessment. The last article, by Richard Gilliland and Mary-Margaret Simpson, entitled "Creating a Diversity Management Plan at Your Community College," provides a blueprint for making diversity a fundamental element of the college's mission. Grace Kannady's article, "Multicultural Instruction: The Teacher as the Most Transformed Learner," examines how an instructor can be transformed to serve new students by implementing a multicultural curriculum, and how such a transformation can benefit both the student and the professor. Irving Pressley McPhail and Christine Johnson McPhail, in "Transforming Classroom Practice for African American Learners: Implications for the Learning Paradigm," explore a culturally-tailored pedagogy. They have found that African American students are taught more effectively when the instructor adapts to learning styles shared by many African Americans. Each article contains references.

Kenway, Jane; Fitzclarence, Lindsay (1997).  Masculinity, Violence and Schooling: Challenging "Poisonous Pedagogies."  Gender and Education, 9, 1. 

Suggests a connection between schooling and various forms of sexual and/or physical violence (male to male, male to female, and adult male to child) and identifies and critiques the major orientations of mainstream, sociocultural, and feminist anti-violence pedagogies. Identifies the contours of an alternative anti-violence pedagogy.

Kenway, Jane; Nixon, Helen (1999).  Cyberfeminisms, Cyberliteracies, and Educational Cyberspheres.  Educational Theory, 49, 4. 

Discusses cyberliteracy and cyberfeminism, offering alternative viewpoints to other articles on the issue in order to prompt further dialogue between educational philosophy, sociology, and cultural studies. The paper focuses on cyberfeminism and citizenship, cyberfeminist conventionalists, avant-garde cyberfeminists, and multiliteracies, examining the issues in relation to education and the development of pedagogy.

Keyton, Joann; Strawn, Dudley (1999).  Evaluating Communication Competence: A Comparison of Majors and Non-Majors. 

A study was designed to determine if communication majors had greater communication competency than non-majors. Additionally, for majors, the number of communication courses and types of course, were also examined for their effect on communication competence. Subjects were 200 students at the University of Memphis. The impact of these independent variables on two micro-measures of competence was non-significant for all hypotheses tested. Thus, there was no significant finding revealing discrimination between majors and non-majors, and no significant finding revealing discrimination among majors who had one course, a few, or many. Implications for communication pedagogy and curriculum evaluation are addressed.   | [FULL TEXT]

Kezar, Adrianna J. (1999).  Higher Education Trends (1997-1999): Graduate and Professional Education. ERIC-HE Trends. 

The literature on graduate and professional education reflects many of the trends present in the literature on undergraduate education, including concerns about student learning; transforming the curriculum to be more inclusive; internationalization of the curriculum; incorporation of technology; growth in interdisciplinary education; and outcomes assessment. Additionally the literature on graduate and professional education also focuses on the overproduction of graduates; admissions criteria; experientially based pedagogy; faculty empowerment; equity; attrition and financial aid; and responsiveness to the profession and the public. While much literature is devoted to the growing demand for graduate education, some articles are concerned with overproduction of graduate students. Also being explored are admission criteria and the changing characteristics of students; problem-based and experiential learning, including literature on teams, cases, and simulations; and faculty empowerment and the importance of mentoring new faculty and finding ways to make adjunct faculty feel included. Equity is a common theme in the literature, with discussions ranging from increasing the number of students in graduate school to increasing funding to support minority students. Also addressed is attrition in graduate and professional schools, especially of underrepresented groups, and the rise of indebtedness among graduate students. | [FULL TEXT]

Kidd, Bruce (1996).  Taking the Rhetoric Seriously: Proposals for Olympic Education.  Quest, 48, 1. 

Despite claims that participation in Olympic sports is broadly educational and developmental, considerable empirical evaluation suggests otherwise. Most of what is called Olympic education addresses other concerns. This paper argues for a formal, outcomes-based pedagogy of the Olympic sports and Olympic Games, offering proposals on how to realize it.

Kimball, Bruce A.; Orrill, Robert, Ed. (1995).  The Condition of American Liberal Education: Pragmatism and a Changing Tradition. An Essay with Commentaries and Responses. 

This book presents an essay on U.S. liberal education and 24 commentaries on it. The essay, "Toward Pragmatic Liberal Education" by Bruce A. Kimball suggests that a consensus is emerging in reform efforts that a new and distinctly American version of liberal education is emerging which owes much to the current resurgence of American pragmatic thought. The second part of the book consists of commentaries on Kimball's essay. These include: "Possibilities for Remaking Liberal Education at the Century's End" (Stanley N. Katz); "Historical Perspective and Our Current Educational Discontents" (Francis Oakley); "Marketing Postmodernism" (Louis Menand); "Knowledge, America, and Liberal Education" (Julie Thompson Klein); "Pragmatic Missions and the Struggle for Liberal Education in State Colleges and Universities" (June K. Phillips); "Pragmatism Won't Save Us But It Can Help" (Richard M. Freeland); "Pragmatism, Liberal Education, and Multiculturalism: Utilizing the Master's Tools' To Restructure the Master's House' for Diversity" (Shirley Hune); "Four Appreciative Queries" (Eva T. H. Brann); "On the Purposes' of Liberal Education" (W.B. Carnochan); "Response to Bruce Kimball's Toward Pragmatic Liberal Education'" (Edmund W. Gordon); "After Pragmatism, What?" (Nicholas H. Farnham); "Pragmatism: Plausible or Panacean?" (John H. Morrow, Jr.); "Seeking Pragmatic Essentialism" (Douglas W. Foard); "Pragmatism, Liberal Education, and the Transformation of Knowing" (Douglas Sloan); "Pragmatism, Scientific Method, and Liberal Education" (Sandra B. Rosenthal); "Wishful Thinking: On the Convergence of Pragmatism and Liberal Education" (Robert B. Westbrook); "Funeral Rites" (David M. Steiner); "Needed: A Pedagogy Please!" (Thomas F. Green); "No Consensus in Sight" (Alan Ryan); "Because I Like the Questions" (Arturo Madrid); "Prognostication and Doubt" (Ellen T. Harris); "Reckoning versus Reasoning: A Struggle for the Soul of Mathematics" (Susan L. Forman and Lynn Arthur Steen); and "The Educated Person, Curriculum Content Standards, and Pragmatic Liberal Education" (Miles Myers). An index is included.

Kimball, Jack (1997).  Constructing L2. 

Two elements of constructivist pedagogy warrant attention with respect to second language (L2) learning: collaborative dialogue and learner decision-making. These two elements in instruction bring about experiential and task oriented classrooms. The constructivist approach to the L2 classroom foregrounds conceptual development focused on meaningful content, using raw data and primary sources as well as abundant information encoded in different formats, and various materials that can be physically manipulated by students to expedite inquiry and hypothesizing. In an optimal situation, learners have abundant print and electronic texts, ample flexible opportunities to write, single-student and collaborative projects, fact-checking circles, individual review and fact summaries, oral readings of a range of text types authored by writers inside and outside the class, team debates, and peer revision of student writing. Content area material is frequently incorporated. Implementing L2 constructivist techniques creates a shift in teacher authority and conventional classroom interactions, and requires an openness to inquiry on the teacher's part. Contains 27 references. | [FULL TEXT]

Kimme Hea, Amy C. (1999).  Countering Deterministic Tools: A Critical Theory Approach to Computers & Composition. 

A writing instructor has grappled with how both to integrate and to complicate critical perspectives on technology in the writing classroom. In collaboration with another instructor, a computer classroom pedagogy was constructed emphasizing imperatives of cultural studies practice as outlined by James Berlin. The pedagogy is similar to Berlin's emphasis in its relationship to media and technological issues addressing both public and private space. The instructors assign the class to read and review a map concerning world-wide web connection regulations and to be prepared to discuss the map in relationship to cultural issues. These discussions prompted a student complaint that "technology did complicate our lives and that it was making us all lazy thinkers." The class focused intently on how technologies relate to cultural issues. Instructors realized that a personal engagement with the students was necessary in order to draw out their experiences with technology. Critiquing teachers' and students' narratives and metaphors of technology is a beginning point in a fluid, non-neutral process of engaging students in an effort to deconstruct oppressive power relations. Multiple mappings, shifting meanings, institutional pressures and ever-present risks are all parts of the electronic writing classroom. Contains 23 references. | [FULL TEXT]

Kimmel, Jessica C., Comp. (1998).  Annual Adult Education Research Conference Proceedings (39th, San Antonio, Texas, May 15-16, 1998). 

Among 51 papers and 3 symposia are the following: "Learning What?" (Andruske); "Stories Adult Learners Tell" (Armstrong); "Towards a Pedagogy for Disempowering Our Enemies" (Baptiste); "Teaching Scholarly Writing to Doctoral Students" (Barnett et al.); "The Outcomes and Impact of Adult Literacy Education" (Beder); "A Feminist Critique of Human Resource Development Research" (Bierema); "Human Capital versus Market Signaling Theory" (Blunt); "Panoptic Variations" (Boshrer et al.); "Animating Learning" (Boud, Miller); "Mentoring Revisited" (Bova); "Qualitatively Different Conceptions of Research" (Brew); "Cohort Communities in Higher Education" (Brooks); "Challenging the Myth of the Universal Teacher" (Brown); "A Critical Ethnography of Adult Learning in the Context of a Social Movement Group" (Cain); "Circuit of Culture" (Carter, Howell); "Role Conflict, Role Ambiguity and Job Satisfaction of County Extension Agents in the Georgia Cooperative Extension Service" (Chambug et al.); "Adult Education and the Body" (Chapman); "Changing Relations" (Chapman, Sork); "Incarcerated Women's Identity Development" (Clark et al.); "Development of an Instrument for Identifying Groups of Learners" (Conti, Kolody); "Novice to Expert" (Daley); "The Relationship of Adult Education Faculty to Their Schools of Education" (Day et al.); "Vital Work" (Deems); "The Formation of Identity in High-Achieving, Mexican-American Professional Women" (De los Santos); "Knowing the Self through Fantasy" (Dirkx); "Adult Education as Building Community" (Grace); "Adult Education and the Body Politic" (Grosjean); "Like Peeling an Onion" (Guy et al); "Cognition and Practice" (Hansman, Wilson); "Negotiating the Discourse of Work" (Hayes, Way); "From Global Consciousness to Social Action" (Hill); "From Motherhood to Sister-Solidarity" (Hill); "Is Our History Bunk?" (Holford); "Adult Education Programs of the New Deal" (Ice, Nolan); "Feminist Teaching, Feminist Research, Feminist Supervision" (Jarvis, Zukas); "Positionality" (Johnson-Bailey, Cervero); "How Adult Learners Change in Higher Education" (King); "Piney Woods Country Life School" (Martin); "Examining the Impact of Formal and Nonformal Learning on the Creativity of Women Inventors" (McCracken); "Preaching What We Practice" (Moore, Hill); "Are Resources and Support Necessary or Just Nice in Post-Program Application?" (Ottoson); "The Social Construction of Chinese Models of Teaching" (Pratt et al.); "'Dancing as Gracefully as I Can'" (Reeves); "Adults with Disabilities and the Accommodation Communication in Higher Education" (Rocco); "Adult's Readiness to Learn" (Rubenson); "Identifying Research Strategies for the Future" (Sanders); "An Analysis of Self-Efficacy, Welfare Status, and Occupational Choice Among Female Single Parents" (Southwick); "Listening to the Student Voice in Adult Education" (St. Pierre); "Finding a Route into Higher Education for Local Working Class Adults" (Tett); "Examining the Dynamic Relationship among Three Facets of Knowledge" (Yang); and "Transforming Intercultural Perspectives: (Ziegahn); "Rethinking Participation Research in Adult Education" (Courtney et al.). | [FULL TEXT]

Kindler, Anna M; Darras, Bernard (1998).  Culture and Development of Pictorial Repertoires.  Studies in Art Education, 39, 2. 

Examines the relationship between culture and the development of attitudes and beliefs about art and art-related skills in a cross-cultural perspective. Demonstrates how the notion of excellence in drawing is constructed through a specific cultural context. Considers the implications to pedagogy of visual representation, especially in the context of global education.

King, Bruce B. (1990).  Creating Curriculum Together: Teachers, Students, and Collaborative Investigation. 

According to the neo-Marxist critique, action researchers often neglect to take into account the historical, social, political, and cultural forces which silence students and protect the status quo in schools. One way to overcome this criticism is to link teacher research and emancipatory pedagogy, such as that advocated by Paulo Freire, in which both teachers and students collaboratively pose problems arising from real-life situations and, through questioning and reflection, pursue ways to solve the problems. Even if their actions are unsuccessful, students gain new knowledge and perspectives, and they learn to be critical in their thinking and actions. For example, a biology class raised questions about a toxic dump, located less than two miles from the school, which was not slated for local attention even though it was listed by the Environmental Protection Agency as hazardous and in need of immediate clean-up. Students generated questions and conducted research in which the interaction of science, society, and political and ethical decision making became evident to them. Action, such as a case study that can be made available to others, would evolve from the critical questioning and ensuing research. This example, as well as others, indicates that students can generate their own curriculum and be motivated to learn in the process. Through such collaboration, change toward more democratic schools becomes more likely.

King, Bruce B.; Ahlquist, Roberta (1990).  Developing Generative Themes for the Teaching of Biology. 

Critical pedagogy, an ideology which opposes education as domination, views knowledge and learning as constructed by the student and teacher together. Its goal is personal and social emancipation and empowerment. The purposes of this paper are to (1) indicate problems in science education which can be addressed by teaching science from a critical, popularized, emancipatory approach; (2) present the views of teachers at different stages in their pedagogical development in biology; and (3) suggest strategies for teachers to use. The document discusses commonly held beliefs about science, the Critical Pedagogy for Science, the development of generative themes in biology, the views of several teachers in the field, and four recommendations for teaching from a problem-posting, critical perspective. A teacher questionnaire is appended. | [FULL TEXT]

King, James R.; Stahl, Norman A. (1990).  Oral History as a Critical Pedagogy: Some Cautionary Issues. 

Despite widespread calls for moves toward a student-centered instruction and activity, educators have produced few structural models for teaching that empowers learners. Several teaching approaches have been offered that are said to offer socially generative, student-centered learning. Among these is oral history. Because oral history often seeks to include the voices of groups that do not leave documentary records, its subjects can be seen as disenfranchised. Oral history becomes an empowering context for such groups. When oral history work is used as a learning context, the issues of students as researchers and teachers as co-researchers and project directors came into play. The products of oral history are subject to multiple interpretations. Because the interviewer affects the content of an oral history, the issues involved in conducting research should be included as part of the curriculum in an oral history course. Interviewers must realize that the remembering of oral histories is imperfect and that the researcher's own biases operate heavily. Oral history can empower students, but it can also be a teacher-controlled unit plan. One is critical pedagogy, the other is not. Teachers and researchers must keep such issues in mind when reflecting upon oral history. (Twenty-five references are attached.) | [FULL TEXT]

King, Joyce Elaine; Wilson, Thomasyne Lightfoote (1990).  Being the Soul-Freeing Substance: A Legacy of Hope in Afro Humanity.  Journal of Education, 172, 2. 

Discusses the suppression of African culture in America. Finds that multicultural curricula still devalue Black culture. Offers a vision for living a humanely equitable existence and freeing Black children from oppressive learning environments.

King, Kathleen P., Ed.; Ferro, Trenton R., Ed. (1999).  Proceedings of the Pennsylvania Adult and Continuing Education Research Conference (Harrisburg, Pennsylvania, March 20, 1999). 

These proceedings consist of 18 papers from a conference to provide researchers and practitioners with a forum for sharing research findings that focus on the link between research and practice in adult, continuing, and community education. The five invited papers are as follows: "Towards a Pedagogy of Ethical Coercion" (Ian Baptiste); "Circuit of Culture: A Critical Look at Dilbert and Workplace Learning" (Vicki K. Carter, Sharon L. Howell); "Adult Education as Building Community: The Parameters and Realities of Enterprise Identity in North America (1945-70)" (Andre P. Grace); "From Motherhood to Sister-Solidarity: Home-making as a Counterdiscourse to Corporate Environmental Polluting" (Robert J. Hill); and "How Adult Learners Change in Higher Education" (Kathleen P. King). The 13 refereed papers include the following: "Evaluation Research in Workplace Literacy Programs" (Eunice N. Askov, Andree Rose Catalfamo); "'It's Not Like Normal School': Adult Learners' Perspectives on a Nontraditional GED [General Educational Development] Program" (Alisa Belzer); "Linguistic, Cultural, and Educational Adjustments of Adult ESL [English as a Second Language] Female Students in New York" (Lucia Buttaro); "Learning While Working with 'The Opposition': A Study of Meaning in a Cross Boundary Work Group" (Marjorie H. Carkhuff); "African American Women in a Predominantly Caucasian Female Profession: Learning Paths to Positions of Prominence" (Janet V. DeLany); "Selecting Communications Technology for Continuing Professional Education (CPE) Program Delivery" (Peter J. Graybash, Jr.); "Factors that Influence Persistence among Students in Middle Adulthood at the Community College" (Scott B. Greenberg); "Technical Nontraditional Student College Attrition: The Student's Perspective" (Harvey F. Hoffman, John L. Elias); "Complexity Theory as a Framework for Adult Education Research Design" (Larry J. Krafft, Kathy Brill, T. J. Titcomb); "Cohort Group Effectiveness in Accelerated Programming" (Alan R. Lisk, Colleen A. DiRaddo); "Cooperative Learning: Test-Taking in a Nontraditional Manner in the College Classroom" (David L. Tucker); "The Applicability of Classical and Metaphorical Organizational Models to the Virtual University: A Case Study" (Joseph J. Zerby, Jr.); and "Describing RN-BSN [Registered Nurse-Bachelor of Science in Nursing] Education from the Learner's Perspective: A Focus Group Study" (Patti Rager Zuzelo). | [FULL TEXT]

King, M. Bruce; And Others (1996).  Participatory Decision Making. 

Shifting from traditional, hierarchical bureaucracies to participatory governance and decision making is a major theme in school restructuring. This paper focuses on the involvement of teachers in key aspects of school decision making. Specifically, the paper describes how changes in power relations supported teachers' focus on improving the intellectual quality of their own and students' work. The 24 schools that participated in the School Restructuring Study (conducted by the Center on Organization and Restructuring of Schools) illustrated four types of power relations, only one of which appears to hold promise for the promotion of authentic pedagogy. The four types included consolidated, balkanized, laissez-faire, and shared decision making. Findings indicate that restructuring school decision making, in terms of either structures or power relations, does not necessarily improve the quality of pedagogy provided to students. Participatory decision making, when power was shared, could facilitate more authentic pedagogy and learning. Within a school culture that valued intellectual quality, shared power in decision making reinforced that priority and helped to support sustained programmatic efforts to achieve instructional goals more than the other three patterns. Principal and teacher leadership played a key role in facilitating the sharing of power and advancing the school's vision for high quality teaching and learning. The data show how cultural aspects of a school's power relations interact with formal structures of decision making. One figure is included. | [FULL TEXT]

King, Nancy; Wood, Susan Andrus (1998).  Publishing on the Web: Opening the Doors of Community College Classrooms. 

This paper discusses the teaching benefits of World Wide Web publishing by individual instructors. Community colleges are actively involved in the national push towards distance learning. Many faculty members at community colleges publish course materials on the Web as part of both distance and traditional courses. As a result, a new rhetorical situation has occurred with respect to course material. In traditional settings, course materials were designed to accompany verbal context. But Web-published materials must have explanatory information embedded, in order to ensure their usefulness to students. The public act of publishing on the Web requires the instructor to think more critically about pedagogy. Prior to distance learning, the primary inter-institutional exchange of ideas came at conferences. Web publishing has allowed for much greater exchange of ideas between instructors, and in much greater detail, than is generally offered at a conference. This exchange of ideas can be viewed as a professional cooperative work group similar to student learning groups in traditional classrooms. Another benefit of Web publishing for instructors is the ability to create a readily accessible professional portfolio or curriculum vitae. The paper concludes with the assertion that the trend of Web publishing will continue to grow among community college instructors and offer new contributions to the teaching profession. | [FULL TEXT]

King, Paul E.; Sawyer, Chris R. (1998).  Mindfulness, Mindlessness, and Communication Instruction.  Communication Education, 47, 4. 

Examines research (in communication theory and in cognitive neural sciences) which supports the view that mindful and mindless communicative behavior coexist and operate in complementary fashion during information processing. Argues that current communication pedagogy does not reflect this emerging model and that adaptations in content and teaching strategies should occur.

Kingue, Marie-Angele (1994).  L'Afrique francophone: pedagogie et methode (Francophone Africa: Pedagogy and Method).  French Review, 68, 1. 

Ways in which to incorporate education on francophone western Africa into French second-language courses are discussed. Geography, language role, and common themes to be explored are examined, and more complex aspects of the societies, such as beliefs and customs, are also considered as they may be appropriate for inclusion.

Kinnucan-Welsch, Kathryn; Jenlink, Patrick M. (1998).  Challenging Assumptions about Teaching and Learning: Three Case Studies in Constructivist Pedagogy.  Teaching and Teacher Education, 14, 4. 

Examines three case studies of educators (teachers, administrators, and paraprofessionals) who came together initially during a summer professional development experience. Through a two-week immersion, educators and facilitators engaged in challenging their assumptions and practice through the lens of constructivist pedagogy. The immersion evolved into an ongoing professional-learning community.

Kinsley, Carol W. (1993).  Community Service Learning as Pedagogy.  Equity and Excellence in Education, 26, 2. 

The case study of community service learning (CSL) by an interdisciplinary team at a middle school in Springfield (Massachusetts) provides information about what happens when teachers integrate community services into the curriculum as an instructional strategy. Community theater management and environmental lobbying projects illustrate issues in integrating service and school improvement.

Kinzer, Charles K., Ed.; Leu, Donald J., Ed. (1992).  Literacy Research, Theory, and Practice: Views from Many Perspectives. Forty-First Yearbook of the National Reading Conference. 

The 43 manuscripts presented in this collection represent qualitative and quantitative studies, as well as papers that present literacy research, theory, and pedagogy. Papers in the collection include: "Family Uses of Literacy: A Critical Voice" (D. Madigan); "Intergenerational Literacy: Impact on the Development of the Storybook Reading Behaviors of Hispanic Mothers" (D. Eldridge-Hunter); "Portfolio Assessment: Teachers' Beliefs and Practices" (J. Flood and others); "Psychometric Properties of the Reader Retelling Profile: A Case Study" (K. E. Meredith and others); "The Validity and Utility of Portfolio Assessment" (P. Dewitz and others); "An Examination of 'The Simple View of Reading'" (L. G. Dreyer and L. Katz); "An Exploration of Meaning Construction in First Graders' Grand Conversations" (L. M. McGee); "Intertextuality: Searching for Patterns That Connect" (K. G. Short); "One Writer's Construction of Text and Self: The Role of Voice" (G. Kamberelis and W. McGinley); "Children's Metacognitive Knowledge about Reading and Writing in Literature-Based and Conventional Classrooms" (L. B. Gambrell and B. M. Palmer); "Implementing Whole-Language Instruction for Young Children: Cases of Teacher Development and Change" (B. J. Bruneau); "Reading without Ability Grouping: Issues in First-Grade Reading Instruction" (D. P. Hall and P. M. Cunningham); "A Case Study of Academic Literacy Tasks and Their Negotiation in a University History Course" (M. L. Simpson and S. L. Nist); "Predicting the Location of Answers to Textbook Search Tasks" (M. J. Dreher); "Dynamics of Change: Speculation on a Forthcoming Model of Response to Literature" (K. Armstrong); "Non-Traditional Learners' Written and Dialogic Response to Literature" (V. J. Goatley and T. E. Raphael); "Circles within Circles: The Uses of Storytelling within a Seminar for Preservice Reading Teachers" (S. J. Moore and R. V. Lalik); "Collaborative Research on Teacher Study Groups: Embracing the Complexities" (C. Klassen and K. G. Short); "Incident at Paradigm Springs: Fieldnotes on Writing from a Critical Stance" (J. Konopak); "Literature, Literacy, and Resistance to Cultural Domination" (L. Spears-Bunton); "Persons and Society in Reading: Connections to Liberalism and Beyond" (B. Kachuck); "A Content Analysis of Basal Readers: Teaching Suggestions for ESL/LEP Students Learning to Read English" (J. S. Schumm, and others); "Flexible Scaffolds: Shared Reading and Rereading of Story Books in Head Start Classrooms" (C. A. Elster and C. A. Walker); "Examining Content Area Reading Beliefs, Decisions, and Instruction: A Case Study of an English Teacher" (E. K. Wilson and others); "Effects of Word-Related Variables on Vocabulary Growth through Repeated Read-Aloud Events" (C. B. Leung); and "Matthew Effects in Learning New Words while Listening to Stories" (T. Nicholson and B. Whyte).

Kirmayer, Paul, Ed.; And Others (1994).  Adult Education in Israel. 

This volume contains 13 articles that reflect the development of adult education in Israel during recent years. The material relates to the principal areas with which the Division of Adult Education deals: formal and nonformal education for adults, language and cultural absorption of new immigrants, and training of facilitators for parental counseling. The articles are as follows: "Past and Present in Adult Education" (Shalom Klein); "Elementary Education for Adults: The TEHILA Project" (Moshe Adorian); "High School Education for Adults: Trends and Goals" (Theodor Bar Shalom); "The Popular Universities: Student Population, Content and Teaching Methods" (Paul Kirmayer); "What's New in the News? Comprehension of the News among Adults with Limited Formal Education" (Ora Grebelsky);"Teaching Language during a Time of Intercultural Transition" (Riva Perlmutter); "Aspects of the Linguistic and Professional Absorption of Ethiopian Immigrants" (Meir Peretz); "The Organization and Pedagogy of the Ulpan--The Southern District" (Shoshana Brunner); "Teacher-Training and In-Service Training: The Central Tel Aviv District" (Yehiel Nahshon); "Expansion of the Ulpan Network: The Haifa and Northern District" (Shlomo Mizrahi); "Training Program in Parent Counseling: A New Discipline in the Social Sciences Helping Professions" (Rina Cohen); "Cooperation between the Adult Education Division and the Local Authorities" (Ephraim Shach); and "Publications--The Cream of the Crop" (Yehudit Orensztajn). | [FULL TEXT]

Kiselica, Mark S., Ed. (1999).  Confronting Prejudice and Racism during Multicultural Training. 

This book examines multicultural training program components to assess how trainees adopt, digest, or resist multicultural principles and practices. The following chapters are contained in "Part I: Theoretical and Practical Considerations": (1) "Managing Resistance to Diversity Training: A Social System Perspective (Charles R. Ridley, Chalmer E. Thompson); (2) "How to Create a Climate for Cultural Diversity Appreciation within the Classroom" (MaryLou Ramsey); (3) "Innovative Pedagogy for Critical Consciousness in Counselor Education" (Don C. Locke, Marie Faubert); (4) "Understanding the Different Psychological Dispositions of White Racism: A Comprehensive Model for Counselor Educators and Practitioners" (Michael D'Andrea, Judy Daniels); (5) "R.A.C.E. - Racial Affirmation and Counselor Educators" (Michael Mobley, Harold Cheatam); (6) "Confronting Racism through Increased Awareness, Knowledge, and Skill as a Culture-Centered Primary Prevention Strategy" (Paul Pedersen); (7) "Ways of Knowing/Oppression and Privilege" (Mary Swigonski); (8) "Reducing Prejudice: The Role of the Empathic-Confrontive Instructor" (Mark S. Kiselica); (9) "A Paradigm for Racial-Cultural Training in the Development of Counselor Cultural Competencies" (Saundra Tomlinson-Clarke, Vivan Ota Wang). "Part II: Recommendations for Multicultural Educators" provides the following chapters: (10) "Where Do We Go From Here? Some Observations and Recommendations for Multicultural Educators" (Harold E. Cheatham); (11) "Challenging Our Profession, Challenging Ourselves: Further Reflections on Multicultural Counseling and Training" (Amy L. Reynolds); (12) "Confronting Prejudice: Converging Themes and Future Directions" (Mark S. Kiselica). Each chapter contains references. An index is provided.

Klecker, Beverly; Loadman, William E. (1996).  Dimensions of Teacher Empowerment: Identifying New Roles for Classroom Teachers in Restructuring Schools. 

Teacher empowerment was one of eight criteria required by the Ohio Department of Education for funding as part of its Venture Capital Schools in Ohio program. This report, part of a larger study, identifies and summarizes dimensional definitions of teacher empowerment in school restructuring literature in order to enlarge the vision of Venture Capital School Planning teams and to suggest roles for classroom teachers that might otherwise have been overlooked. In the literature, the conceptual continuum of teacher empowerment ranged from power handed down to classroom teachers through the school's hierarchical structure (usually from the principal) to self-empowerment through professional growth and knowledge. A number of strategies for empowering teachers are examined, along with the results of several studies. The most frequently identified dimension of empowerment was decision making; others mentioned frequently were collegiality/collaboration, professional knowledge, self-efficacy, autonomy, and status of classroom teachers. Less frequently mentioned were authority, curriculum planning/design, impact/causal importance, leadership, mentoring, responsibility, and self esteem. Study findings suggest that to participate in school restructuring, teachers must pursue knowledge beyond that of subject content and pedagogy. Their professional knowledge must include a thorough grounding in both the philosophy and processes of the change model adopted by their school. | [FULL TEXT]

Kleeman, J. Kole (1995).  Bringing in a Pedagogy of and for Difference and Diversity in the Speech Communication Classroom. 

The academy is one of the legitimate sites within our culture where values of citizenship and democracy can be encouraged through a critical pedagogy that seeks to transform oppressive social relations that are often naturalized by what Louis Althusser called ideological state apparatuses--the media, family, schools, churches and so on. Several different models of education are available to the educator today, the most widespread of which is the transmission model. This model trains students in "what to know" and "what to believe" and behind this model lies an agenda of reward and obedience and conformity. A critical cultural view of pedagogical practice, however, realizes the power that teachers and schools have to transform and redefine existing social relations. This view posits that students can improve their lives by the liberatory potential of dialogue. This pedagogy might be the most appropriate for the speech communication classroom. One engine that may be used in this approach would be popular culture, where sensitive cultural issues of race and racism can be discussed. Stereotyping by the mass media can be shown with film clips, such as scenes from the movie "Witness." bell hooks's notion of the "Cool Pose" may be used to stimulate thinking about the Afrocentric aesthetic and its contribution to American culture. Critical pedagogy is necessary for the academy because it lets students know that the school is in the real world. | [FULL TEXT]

Klein, Carol Ebersole (1993).  More Than a Required Skill in Today's Curriculum: Critical Thinking and Collaborative Learning in Foreign Languages.  [Mid-Atlantic Journal of Foreign Language Pedagogy] 

Through the process of critical thinking and in a collaborative learning environment, foreign language instruction can be more than a required skill; it is an integral part of a liberal education. Critical thinking is part of the basic process of learning, not a higher order of thinking to be saved for advanced courses. Students thinking in foreign language and literature courses gain ownership of their learning as they dare to take risks and imagine beyond the confines of rote memory. Collaborative learning is an ideal setting for students to be able to share their discoveries and test their grasp of information among their peers. Overly ambitious textbooks, inexperienced instructors, strict disciplinary boundaries, prevocational curricula, and administrator's demands for accountability are some of the factors that contribute to foreign languages' low priority on college campuses. Our task is to devise ways to challenge students' old modes of thinking while simultaneously providing structures and support for the development of new ones. Even in elementary foreign language courses, students can be encouraged to think, e.g., to compare and contrast, give opinions, discover patterns, imagine, guess, evaluate given information to make and justify predictions, and reconstruct in their own words. In this way, students feel intellectually challenged and view the course as a worthwhile academic endeavor. | [FULL TEXT]

Klein, Mary (1997).  Looking Again at the "Supportive" Environment of Constructivist Pedagogy: An Example from Preservice Teacher Education in Mathematics.  Journal of Education for Teaching, 23, 3. 

Considers the possibilities and limitations of constructivist practice in preservice mathematics pedagogy using examples from an action research analysis. Results suggested that the intended supportive environment reinforced common sense conservative assumptions of teaching as usual, and alternative pedagogical strategies are needed if the context is to enhance student teachers' ability to teach mathematics differently.

Klein, Perry D. (1997).  Multiplying the Problems of Intelligence by Eight: A Critique of Gardner's Theory.  Canadian Journal of Education, 22, 4. 

This criticism of H. Gardner's theory of multiple intelligences argues that a weak version of multiple intelligences theory would not be interesting, but that evidence does not support a strong version. Although multiple intelligences theory has inspired pedagogy, it is too broad to be useful for planning curriculum.

Kleinman, Sharon Sue (1998).  Overview of Feminist Perspectives on the Ideology of Science.  Journal of Research in Science Teaching, 35, 8. 

Uses historical and contemporary examples to prove that many feminist analyses fit together into a compelling perspective on the ideology of science. Addresses how this ideology affects those who pursue careers in science. Contains 31 references.

Klugman, Edgar, Ed. (1995).  Play, Policy & Practice. 

In 1992, the U.S.-Israel Binational Science Foundation (BSF), in conjunction with Wheelock College (Boston), sponsored its second workshop on children's play, entitled "Play and Cognitive Ability: The Cultural Context." This volume reflects the presentations and discussions held at the workshop, offering perspectives on children's play that, taken together, provide a multidimensional picture of play and value of play in children's lives. The articles are divided into four sections: "Planning for Play: From the State Level to Classroom and Home,""Play and Teacher Education,""Children, Stress, and Play" and "Play and Policy." The articles are: (1) "Playing across the Curriculum and Culture: Strengthening Early Primary Education in California" (Patricia Monighan Nourot); (2)"Enhancing Children's Sociodramatic Play through Teacher Instruction: The Play Training Collaboration" (Karen VanderVen and others); (3) "Enabling Children's Play: The Teacher's Role" (Elizabeth Jones and Gretchen Reynolds); (4) "A Pilot Program for Involving Kindergarten Parents and Their Children's Sociodramatic Play" (Yael Gabrieli); (5) "Politics, Pretend Play, and Pedagogy in Early Childhood Preservice and Inservice Education" (Doris Fromberg); (6) "Adding the Play Dimension to Teacher Education: One Model" (Edgar Klugman); (7) "The Importance of Play in Human Development: A Head Start Training Model" (Ingrid Chalufour and Walter Drew); (8) "The Assessment of Dramatic and Sociodramatic Play: Goals, Tools, Criteria, and Conceptual Frameworks" (Leah Shefatya); (9) "Play in Wartime: The Case of Israeli Children under Missile Attack" (Naomi Bat-Zion); (10) "Documenting the Value of Play for Hospitalized Children: The Challenge in Playing the Game" (Richard Thompson); (11) "Universal Design of Playgrounds for All Children: New Ways to Play Together" (Kimberly Blakely and Mary Ann Lang); (12) "Media, Culture, and the Undermining of Play in the United States" (Diane Levin); (13) "Playing with Policy: A Serious Undertaking" (Carol Seefeldt); and (14) "Taking the High Road toward a Definition of Play" (Edgar Klugman and Lyn Fasoli). An epilogue notes that it is still our task to refine and focus our thinking about play and to build momentum for the strategic placement of play at the center of curricular planning for young children. Each article contains references.

Knight, Melinda (1990).  The Rhetoric of Performance Appraisals: Conflict and Resolution in Oppositional Discourse Communities. 

The advances of contemporary rhetorical theory can be drawn upon to resolve the competing values of the two constituencies that have a stake in performance appraisals: the manager and the employee. One reason for problems in the existing model of performance appraisals is that the two sides perceive themselves to be in opposition, and that very fact of opposition can prevent the performance appraisal from reaching what should be its most important goal: helping both sides to work together to improve performance. In this context, one particular advance in rhetorical theory is useful: research and pedagogy on writing groups. All writing group theory is based on the concept of writing as a social activity, but if this is to be taken seriously, it means finding different objectives for assigning peer writing groups or collaborative writing exercises in the classroom. It means that the most important goal should be the collaboration itself, and in this new objective is a viable application of writing group theory to a new model for performance appraisals in organizations. The modern collaborative classroom translates well into a modern environment for performance appraisals. The appraisee, like the student writer, could be empowered to direct the process; the manager should facilitate collaboration, not simply pass judgment. A collaborative model for performance appraisal can ultimately help students and employees gain the skills in critical evaluation that will enable them to analyze problems and formulate strategies for change. | [FULL TEXT]

Knotts, Ulysses S., Jr.; Keys, J. Bernard (1997).  Teaching Strategic Management with a Business Game.  Simulation & Gaming, 28, 4. 

Management games are increasingly used to teaching strategic management by integrating functional areas of business and providing a working knowledge of the strategic management process. This article summarizes the experience of two veteran instructors, presenting course learning objectives, game pedagogy, team organization and management, game introduction and integration, game learning and debriefings, planning packages, and decision support systems.

Knowles, J. Gary; And Others (1992).  From Pedagogy to Ideology: Origins and Phases of Home Education in the United States, 1970-1990.  American Journal of Education, 100, 2. 

Examines issues of home education since 1970 by surveying the home school movement in the broader historical context. The 20-year growth period illustrates the fluid nature of home education as a social movement. Contemporary home schooling is not closely tied to the liberal roots of home education.

Knupfer, Anne Meis (1995).  Conflict Resolution or "Convict Revolution?": The Problematics of Critical Pedagogy in the Classroom.  Urban Education, 30, 2. 

Links pedagogical theory and practice through a description of teaching-research activities and critical pedagogy in a southern inner-city elementary school classroom, focusing especially on African American students. Recommendations are made for teaching and using critical pedagogy in the schools.

Knupfer, Nancy Nelson; And Others (1991).  Educational Computing Social Foundations: A Symposium. 

An abstract introduces this collection of three papers and two abstracts of papers from a symposium at which experts presented their viewpoints about the social, political, and economic issues surrounding the use of computers in schools. Each of the following five investigations provides an important perspective on such issues: (1) "Educational Computing and Teachers: Changing Roles, Changing Pedagogy" (Nancy Nelson Knupfer); "Teachers, Computers, and Power" (Robert Muffoletto--abstract only); (3) "Economic, Political, and Social Issues That Affect the Growth of Distance Education" (Marina Stock McIsaac); (4) "The History' of Technology and Education" (Alfred Bork); and (5) "Educational Technology Curriculum Theory: Toward a New Language of Possibility" (J. Randall Koetting--abstract only). Two of the three papers provide references.

Knupfer, Nancy Nelson; And Others (1992).  Educational Computing: Social Considerations. A Symposium. 

Three of four related papers presented at this symposium are included in this collection together with a brief descriptive introduction. These papers presented viewpoints about the social, political, and economic issues surrounding the use of computers in schools; each of the five presenters addressed a particular aspect of a critical social issue. The three papers are: (1) "Educational Computing and School Change: Influences on Teachers' Roles and Pedagogy" (Nancy Nelson Knupfer); (2) "Education as Marketplace" (Howard Besser); and (3) "Computers and Copyright: The Unpopular Dilemma" (Landra L. Rezabek).

Koetting, J. Randall (1994).  Postmodern Thinking in a Modernist Cultural Climate: The Need for an Unquiet Pedagogy.  Educational Technology, 34, 2. 

Considers educational technology in the context of the political and ethical nature of schooling, including the official discourse of schooling, social justice, and community; the contradictions and uncertainties of schooling based on postmodernism and modernist thinking; and a sociocultural perspective of schooling.

Korn, Jessica (1991).  The Feminist Challenge to Pedagogy in Higher Education. 

This essay makes an argument for bringing a feminist perspective to pedagogy in higher education. The paper opens by reviewing the history of gender roles, relations, and perceptions in society before the industrial revolution. Subsequent sections describe women's participation in academia and develop a description of feminist pedagogy. Feminist pedagogy would raise the issue of the missing or invisible voice of women throughout higher education and seeks to bring solutions to recognizing, valuing, and teaching the female perspective and contribution in all disciplines. In explicating this view the essay discusses feminist philosophy, and presents a critique of the traditional academic disciplines from a feminist perspective. Such critiques suggest that current approaches deny expression to and negate the creative works of the non-powerful, are taught chronologically, assume hierarchical approaches, and are founded on competition. Another section describes what is involved in forming a non-gender biased curriculum. A discussion of the underlying values of feminist pedagogy covers the basis for teaching methods. The essay concludes by proposing a study to investigate the influence of change in pedagogy on attitudes about the female voice and its place in the curriculum of higher education. Sixteen references are included. | [FULL TEXT]

Kornfeld, Eve (1992).  The Power of Empathy: A Feminist, Multicultural Approach to Historical Pedagogy.  History Teacher, 26, 1. 

Supports research that says females develop a sense of empathy and justice that males do not. Argues that, as a result, women are better to understand and appreciate the multicultural composition of the United States. Suggests using oral histories and role playing to "interview" women on historical periods and topics.

Korthagen, Fred A. J.; Kessels, Jos P. A. M. (1999).  Linking Theory and Practice: Changing the Pedagogy of Teacher Education.  Educational Researcher, 28, 4. 

Presents two related theories for a new paradigm in teacher education. One uses the concepts of "episteme" and "phronesis" to introduce a new way of framing relevant knowledge. The other is a more holistic way of describing the relationship between teacher cognition and teacher behavior.

Kosidowski, Paul (1996).  Building a Foundation: Architecture Education and Writing Pedagogy. 

An architecture design studio classroom is a community. The myth of the solitary student is destroyed by the very structure of the classroom: students can use the room at any time, students share their works-in-progress and final products with the class, and the class is a congenial and informal mix of discussion, comments, critiques, and encouragement. It is where architects learn to think like architects. For an instructor who spent 2 years as a writing across the curriculum (WAC) consultant at the University of Wisconsin-Milwaukee's School of Architecture, this studio was the most important place for writing in architecture education. Studios are "visual" but not wordless. A typical sketchbook--which every student keeps--helps students visualize ideas, but the addition of a design notebook can make the design process explicit and tangible for students, and allow them the space to develop their own creative sensibility. A directed design notebook asks students to take risks and question their process, since there are few models to show students of an architect thinking through writing. The structure and atmosphere of the studio classroom makes it a fertile place for a writing-to-learn activity. | [FULL TEXT]

Kraemer, Don (1997).  Don't Lecture Me: A Case Study of Performance Pedagogy.  English Education, 29, 3. 

Explores and problematizes the author's colleague's teaching performance, using the colleague's own performance theory and an Initiation-Reply-Evaluation (IRE) framework of pedagogical principles. Reconsiders the author's own assumptions about IRE and teaching. Finds the colleague's teaching to be a model of what political struggle should enable: systemic, improvisational, mutually but asymmetrically developed liminality.

Kramsch, Claire (1993).  Context and Culture in Language Teaching. 

Second language teaching is viewed from the perspective that its core objective is to teach the cultural context of discourse in the target language, rather than to teach the traditional four language skills and culture as a fifth component. The discussion begins with an examination of the context of communication within the classroom, suggesting that it is affected by the subjectivity of teacher and learner. Suggestions are made for enriching the spoken discourse of the classroom by taking advantage of its diversity and variability. Then the notion of context is expanded to include interaction between readers and texts, particularly the literary texts used in the language classroom. The notion is then further expanded to include the creation of an intercultural context, through use of culturally authentic texts. Some currently advocated cross-cultural approaches for teaching texts from the media and other non-pedagogical sources are critically examined. The final chapter reflects on a critical language pedagogy that values dissent, dialogue, and dual-voiced discourse, a personal "third culture" that learners can create and use to express their meanings apart from the meanings established by either their own or the target language community. Some instructional materials and a substantial bibliography are appended.

Kramsch, Claire, Ed. (1995).  Redefining the Boundaries of Language Study. Issues in Language Program Direction: A Series of Annual Volumes. 

The papers in this volume fall into five categories. After "Introduction: Making the Invisible Visible" (Claire Kramsch), Part 1, "Theoretical Boundaries," includes "The Metamorphosis of the Foreign Language Director, or: Waking Up to Theory" (Mark Webber) and "Subjects-in-Process: Revisioning TA Development through Psychoanalytic, Feminist, and Postcolonial Theory" (Linda M. von Hoene). Part 2, "Educational Boundaries," includes "Redefining the Boundaries of Language Use: The Foreign Language Classroom as a Multilingual Speech Community" (Carl Blyth), "Poetics to Pedagogy: The Imagistic Power of Language" (Hung-nin Samuel Cheung); and "A Framework for Investigating the Effectiveness of Study Abroad Programs" (Thom Huebner). Part 4, "Cultural Boundaries," includes "Using Ethnography to Bridge the Gap between Study Abroad and the On-Campus Language and Culture Curriculum" (Richard Jurasek) and "Searching for Averroes: Reflections on Why It is Desirable and Impossible to Teach Culture in Foreign Language Courses" (Nicolas Shumway). Part 5, "Language Learning Environments and Their Boundaries," includes "The Electronic Language Learning Environment" (James S. Noblitt) and "The Foreign Language Problem: The Governance of Foreign Language Teaching and Learning" (Peter C. Petrakis). (Papers contain references.) | [FULL TEXT]

Kramsch, Claire; And Others (1996).  Why Should Language Teachers Teach Culture?  Language. 

Analyzes the social and historical reasons for the pervasive resistance among foreign language teachers in three countries to go beyond linguistic training and the anecdotal transmission of cultural facts. The article sketches the principles of a discourse-based pedagogy that views culture as language and language as culture. (36 references)

Kramsch, Claire; Nolden, Thomas (1994).  Redefining Literacy in a Foreign Language.  Unterrichtspraxis, 27, 1. 

Taking a sociocultural framework borrowed from Michel de Certeau, this paper suggests a pedagogy of reading as practice that makes readers of foreign literary texts aware of their own privileged foreign cultural position in contrast to that of native readers.

Kramsch, Claire; Sullivan, Patricia (1996).  Appropriate Pedagogy.  ELT Journal, 50, 3. 

Utilizes the metaphor of the marketplace to conceptualize appropriate pedagogy as serving both the global and local needs of learners of English. The article describes a marketplace as a place of business and a locale of culturally-specific forms of discourse. Finally, the article argues that appropriate pedagogy should be appropriate both globally and locally. (23 references)

Kratzer, Cindy C. (1997).  Roscoe Elementary School: Cultivating a Caring Community in an Urban Elementary School.  Journal of Education for Students Placed at Risk (JESPAR), 2, 4. 

Describes and assesses the success of one urban, neighborhood elementary school's efforts at fostering and cultivating community within the school as a means to enhance student achievement. It discusses the importance of the careful hiring of teachers, positive instructional leadership and delegation of authority, reflective dialog about student learning and pedagogy, and timely response to needs.

Kratzer, Cindy C. (1997).  Community in Research, Theory and Practice: Implications for Schools. 

Recently, a line of conceptual and empirical research has begun to investigate the notion of schools as "communities." Following a survey of works on this idea of community in research and theory, this paper presents findings of a single-site case study conducted during 1995-96 in an urban elementary school in Los Angeles. Data-collection methods included participant observation; interviews with parents, students, teachers, and administrators; and document analysis. In 1993, Jackson Elementary Schools faculty and staff voted to participate in a new restructuring initiative called Los Angeles Educational Alliance for Restructuring Now (LEARN). The study found that the community at Jackson resembled Selznick's (1992) concept of "primary groups." The process of cultivating community and effectiveness at Jackson involved careful hiring of teachers, positive instructional leadership along with appropriate delegation of authority, timely response to felt needs, ongoing reflective dialogue about student learning and pedagogy, and an academic press that continually sought to improve. These priorities, in the context of a culture that fostered trust, caring, and ownership and a structure that enabled such values to thrive, helped Jackson personnel to build a school that was both effective and a truly caring community. One figure is included. | [FULL TEXT]

Kress, Michael E.; Hafner, Arthur W. (1996).  Process and Facilities as Critical Success Factors in Training and Supporting Faculty To Use Multimedia/Computer Technologies. 

As the College of Staten Island (New York) completes the installation phase of establishing the computer network and installing computers in most faculty offices and teaching laboratories, the priority activities have become faculty training and curriculum development. Members of the Pedagogy and Media Committee have coordinated campus-wide media-focused demonstrations and special events to promote faculty awareness and to create broader interest; they have sponsored hands-on workshops featuring elementary through advanced media technology applications. As faculty developed interest and expanded their proficiency in multimedia technology, various other catalytic events occurred on campus, which included computer laboratories going online for several academic departments; some faculty using programs they individually developed in their classroom instruction; and all faculty and staff and many students gaining access to electronic mail. To support faculty who use technology as a part of their regular classroom instruction, the college administration provided funding and space for a faculty center, located within the Library, which offers faculty access to a range of sophisticated software and equipment. Training needs of faculty were provided through a faculty-to-faculty mentoring program. The program features exposure to media/computer applications that underpin and enhance classroom instruction; its purpose is to provide a standard for quality control and strategies for the effective implementation of these instructional technologies. Faculty who are selected to participate in the program keep a log of their activities and are asked to make a presentation at the end of the semester. Preliminary evidence suggests that faculty interest in implementing educational technology in the classroom will remain strong. | [FULL TEXT]

Kreth, Melinda; And Others (1996).  Comments on "Instrumental Discourse Is as Humanistic as Rhetoric."  Journal of Business and Technical Communication, 10, 4. 

States that Patrick Moore's commentary (published in this issue) claims that technical communication pedagogy does not adequately prepare students for the workplace because current theory overemphasizes the rhetorical uses and ideological implications of technical communication, while condemning the "nonrhetorical," instrumental uses as inherently coercive and inhumane. Argues that Moore's concerns are unwarranted.

Kridel, Craig, Ed.; And Others (1996).  Teachers and Mentors: Profiles of Distinguished Twentieth-Century Professors of Education. 

This volume contains 22 original essays describing important professors of education and focusing on how their teaching and mentoring inspired and influenced the essays' authors. Following a foreword by Ernest L. Boyer that reflects on the role of teaching in scholarship and the continuity of knowledge, the essays are grouped in four parts under six general themes: teaching expectations; professing and social responsibility; modeling the passion to understand; extending an invitation; mutuality, dignity and generosity of spirit; and civility. The essays are: (1) "Charles Hubbard Judd: As I Came To Know Him" (Ralph W. Tyler); (2) "Lessons Learned from Ralph W. Tyler" (David R. Krathwohl); (3) "Benjamin Bloom, Values and the Professoriate" (Lorin W. Anderson); (4) "Hilda Taba: The Congruity of Professing and Doing" (Elizabeth Hall Brady); (5) "Boyd H. Bode: The Professor and Social Responsibility" (Kenneth Winetrout); (6) "H. Gordon Hullfish: Teaching From the Fire Inside" (Arthur Wirth); (7) "Apprentice to Thorndike" (Robert M. W. Travers); (8) "From the Classrooms of Stanford to the Alleys of Amsterdam: Elliot Eisner as Pedagogue" (Thomas E. Barone); (9) "Doing Philosophy: Maxine Green and the Pedagogy of Possibility" (William Ayers); (10) "In Class with Philip W. Jackson" (David T. Hansen); (11) "Laura Zirbes: A Teacher of Teachers" (Paul R. Klohr); (12) "Harold Alberty, Teacher and Guide" (Victor B. Lawhead); (13) "Florence B. Stratemeyer: Teacher Educator for a Free People" (Martin Haberman); (14) "Alice Miel: Exemplar of Democracy Made Real" (Louise Berman); (15) "The Longevity of a Good Mentor: J. Harlan Shores" (William H. Schubert); (16) "Hollis Caswell and the Practice of Education" (Arthur W. Foshay); (17) "Memories of Harold Rugg" (Kenneth D. Benne); (18) "William Heard Kilpatrick: Respecter of Individuals and Ideas" (William Van Til); (19) "William Van Til: The Consistent Progressive" (John A. Beineke); (20) "George S. Counts as a Teacher: A Reminiscence" (Lawrence A. Cremin); (21) "The Dignity and Honor of Virgil Clift" (Francine Silverblank); and (22) "Educating Civility: The Political Pedagogy of James B. Macdonald" (Bradley J. Macdonald). An epilogue is entitled "Professorial Dreams and Mentoring: A Personal View" (Robert V. Bullough). Includes an index and information on the contributors.

Krider, Diane S. (1994).  The Use of Evening Dramas in Communication Pedagogy. 

Experiential learning is, in its most simplistic form, a philosophical perspective that links the concrete with the abstract. If experiential learning utilizes the experiences of the learner, television is part of the learner's experience, and to ignore the pervasiveness of mass media in modern society is to ignore part of the lived experience of the student. Selecting a television genre suitable for use as an experiential learning tool will depend on the communication phenomenon being examined, the desired outcome of the learning experience, and the amount of time allowed for completion of the viewing experience. Given the educational goals of a class at Saginaw Valley State University, a case could be made that evening dramas are suitable tools for experiential learning. A survey of 78 students showed that all but 12 watch evening dramas on a regular basis, indicating that students are interested in the genre. A significant element of the evening drama is its lack of closure, a feature that mirrors real life. Further, evening dramas can become a vicarious learning experience for students who have had limited life experiences. An assignment that could be used with evening dramas would require students to: (1) record the date of the drama and write a brief summary of it; (2) summarize any significant communication material shown; (3) record their reactions to the material shown; and (4) write a final paper in which they discuss their observations of human communication in evening drama. | [FULL TEXT]

Krull, Edgar (1992).  Updating the Theoretical Content of Teacher Preparation Pertaining to Educational Subjects: Some Recent Developments in Estonia. Reprints and Miniprints No. 754. 

Fifty years of Soviet occupation in Estonia has damaged social and economic life. One issue for further development of Estonian society is the need to reform teacher education programs. This paper outlines some of the main problems concerning the content of theoretical preparation of future teachers in educational subjects at Tartu University (Estonia) and offers some solutions for improving the present situation. The document begins with a description of the teaching of educational theory during the 1920s and 1930s when the country's status was independent. There follows a description of changes the system underwent after 1940 when Estonia became part of the Soviet Union. An example of the theoretical content inherited from the Soviet past is presented in the table of contents of a 1974 pedagogy textbook. Though the text includes foreign educational and psychological ideas, the theoretical qualities peculiar to the Soviet system of teacher training are far more persistent. Today, with independence restored, Tartu University is looking to western countries for help in renewing the teaching of pedagogics and is seeking textbooks in modern trends in educational and social psychology to be translated into the Estonian language. | [FULL TEXT]

Krummheuer, Gotz (1997).  Reflexive Arguing in Elementary School Classes: Opportunities for Learning. 

This research dealt with the social constitution of learning in classroom settings, attempting to reveal Bruner's (1990, 1996) folk psychology or folk pedagogy in everyday teaching and learning processes. Specifically, it focused on how the reasons or arguments for completing activities emerge while children are attempting to solve a given mathematical problem in group work. A microethnographic study of such interactions in German elementary classrooms showed that children do not usually reveal their rationale explicitly, with the execution of a calculation and its justification not discernible from each other--in other words, reflexive argumentation. Further, this practice of reflexive argumentation is effectuated in the semblance of telling a story. The culture of reflexive argumentation in these groups is treated narratively. Examination of the academic task structure (ATS) (Erickson, 1982) of group interactions revealed narrative characteristics: (1) Not all concepts necessary for comprehension of the ATS are introduced explicitly; for some participants, the inner logic of the solution or "plot" remains opaque; (2) students need certain specific competencies for executing different steps of the solution; (3) meta-comments are not clearly made; hints at the internal structure of the solution are left for participants to infer on their own; and (4) presentation of the solution process is mainly restricted to the spoken word; alternative demonstrations like physical illustrations are not used. Thus, this form of peer interaction provides the rationality of a solving process in as much as the students are able to infer the argumentation about the "correctness" of the solution from the specific ATS-sequentiality of the accomplished narrative. | [FULL TEXT]

Krupnik-Gottlieb, Michal (1995).  Toward a Model of Science and Mathematics Integration in School Curriculum. 

Current reforms in science and mathematics education call for the improvement of the quality of teaching and learning. Desired outcomes, knowledge, understanding of learning processes, and current trends in pedagogy generate a framework for an outcome-based theoretical model for science and mathematics integration. The synthesis of this selected knowledge reveals the strengths as well as the problems of such integration. In general, intuitive and practical perceptions tend to advocate the trend toward integration of science and mathematics across school curricula. Although there is little direct evidence from research to support such integration, there are no findings to strongly contradict the notion that students can benefit from integrated studies. Contains 145 references.

Kruse, Anne-Mette (1992).  "... We Have Learnt Not Just to Sit Back, Twiddle Our Thumbs and Let Them Take Over." Single-Sex Settings and the Development of a Pedagogy for Girls and a Pedagogy for Boys in Danish Schools.  Gender and Education, 4, 1-2. 

Danish coeducational elementary school teachers are conducting innovative pedagogical projects and use sex segregation as an organizational method in introducing and developing equal opportunities and antisexist pedagogical initiatives. Teachers committed to gender equity and antisexism and who are close to their students can effectively use the polarizing technique.

Kruse, Darryn (1996).  The Northcote Network of Schools and the Middle Years of Schooling. 

Recognizing the necessity of examining the needs of early adolescents and changing the focus of middle grades education in Australia, this report describes the findings from the Northcote Network of Schools, 8 primary and 2 secondary schools collaborating to develop continuity and coherence across grades 5 through 8. The paper outlines activities dealing with school organization, curriculum, and pedagogy, in the context of the unique needs of young adolescents and their implications for school organization and learning communities within schools. School organizational structures tried by the Northcote Network of Schools are noted, including team teaching, classes working with smaller numbers of students for longer periods of time, the use of home rooms, an integrative approach to curriculum, and appropriate learning strategies. The paper also describes how curricular concerns led to the implementation of health education programs, negotiation of curriculum content and structure, the use of individual contracts and thematic instruction based on students' questions, and the integration of pastoral care as part of the mainstream curriculum. Next, the paper details how pedagogical concerns have been addressed through cooperative group work, peer tutoring, constructivist approaches, contract-based work units, learning centers, computer technology, and student reflection. Noted barriers to change are a culture based on faculty identification with their subject area and a focus on faculty rather than student needs, and student or parent expectations of a traditional secondary level organization. Finally, the paper concludes by suggesting that one key to effective change is to understand the different cultures in primary and secondary schooling and promote the development of a new culture in the middle years. | [FULL TEXT]

Kubota, Kenichi (1991).  Applying a Collaborative Learning Model to a Course Development Project. 

This paper presents the results of a qualitative study of the interaction between computer assisted instruction (CAI) and cooperative learning. The constructivist perspective is discussed in relation to other learning theories, and is emphasized as the theoretical basis for the study because of its focus on prior learning, student characteristics, and the changing role of the teacher. Two college courses, one in critical reading and one in special education, were chosen for instructional development. A computer mediated communication system was used for course activities such as class discussion via electronic mail, student journals, and focus group discussions. The two courses offered some interesting contrasts which would help to understand how to implement the constructivist pedagogy. It was concluded that several factors must be considered in order to successfully utilize the constructivist cooperative learning model; these include changes in teaching practice, evaluation and feedback processes, and training and follow-up help in the use of microcomputers and the communication system. (38 references) | [FULL TEXT]

Kubota, Ryuko (1999).  Japanese Culture Constructed by Discourses: Implications for Applied Linguistics Research and ELT.  TESOL Quarterly, 33, 1. 

Questions the cultural labels attached to Japanese culture in much of applied linguistics research. Maintains that such labels are constructed by a colonial discourse that views the "other" as being what the West is not. Proposes a pedagogy of critical literacy that supports cultural pluralism while recognizing the benefits of an acquisition of specific literacy practices for social change.

Kubow, Patricia K. (1997).  Citizenship Education for the 21st Century: Insights from Social Studies Teacher Preparation Students in Three Countries. 

This study elicited the views of students in secondary social studies teacher education programs to compare students' views with the views of policy experts to identify the intersection of agreement or consensus on the changing nature of citizenship. The study also makes recommendations for teacher training curricula and pedagogy to prepare these students better for their citizenship educator roles. A questionnaire and interview data were gathered for this descriptive study. Fifth-year students in secondary social studies teacher preparation programs in Canada, England, and the United States completed a 106-item questionnaire on societal trends impacting life in the next 25 years, citizenship characteristics deemed necessary to people to cope with and manage these trends, and strategies, approaches and innovations recommended for consideration and action by educational policy makers during the next 25 years. Of the 147 research participants, 43 interviews were conducted via Internet, telephone, and in-person. Significant challenges facing society in the future are identified with recommendations presented to address those challenges in teacher education. | [FULL TEXT]

Kuhnelt, Helmut; Stadler, Helga (1997).  Combined Updating on Science and Pedagogy for Experienced Teachers.  Research in Science Education, 27, 3. 

Describes an inservice training course for science teachers that is based on the view that most issues of classroom practice are issues of pedagogy, methodology, and subject knowledge. Teachers selected issues of direct concern to their daily work, performed research by methods of action research, analyzed their findings, took appropriate action, and documented the process in writing. Contains 31 references.

Kulinna, Pamela Hodges; Silverman, Stephen (1997).  Development of an Instrument To Measure Teachers' Attitudes toward Teaching Physical Activity and Fitness. 

A multiple-phase study was conducted to develop a reliable and valid instrument to examine teachers' attitudes toward teaching physical activity and fitness. Thirty-one subjects participated in the preliminary study involving the development of an attitude instrument. Subjects for the content validity study were 28 experts in physical education pedagogy. They were sent items from the attitude instrument and asked to organize them into the four domain areas of the instrument. Subjects for the reliability and validity issues were 254 teachers. Results from the content validity and reliability studies, along with the study's objectives, were used to develop the final instrument. Statistical results indicate that a reliable and valid instrument has been developed to measure teachers' attitudes toward teaching physical activity and fitness. Investigating teachers' attitudes in this area will lead to a better understanding of the role physical activity and fitness currently play in physical education.   | [FULL TEXT]

Kull, Judith A.; And Others (1994).  Mathematics and Science Reform through School/University Collaboration: Fables from the Field in Four Middle/Junior High Schools. 

This paper discusses the National Science Foundation Middle School Mathematics and Science Collaborative (MSC) project designed to help schools implement mathematics and science reform. The paper consists of descriptions of these efforts in four schools: (1) "Summer Subversion/Constructivist Conversion" is about the re-tailoring of pre-planned summer instruction in subject matter and pedagogy to meet the perceived needs of teachers; (2) "Teachers Nearly Jump Ship" describes a productive, well-organized team of teachers who collaborated with their principal and a university facilitator to restructure the way they work and teach; (3) "The Rochester Middle School Story" is about how Rochester's ongoing change from a junior high school to a middle school affected the school's participation in the MSC project; and (4) "Adjusting an NSF Project to a School Community" is about the struggle between the local autonomy of a truly collaborative school community and a tightly structured project designed to improve middle school mathematics and science curriculum. Contains 17 references. | [FULL TEXT]

Kuriloff, Peshe C. (1996).  What Discourses Have in Common: Teaching the Transaction between Writer and Reader.  College Composition and Communication, 47, 4. 

Argues for the importance of distinct discourse communities, and the importance of a theory and pedagogy that recognizes common practices, common goals, and common values among discourse communities. Analyzes professional samples of scholarship and sample student papers. Suggests that the transaction between writer and reader lies at the heart of all discourses.

Kusimo, Patricia S. (1999).  Rural African Americans and Education: The Legacy of the Brown Decision. ERIC Digest. 

This digest summarizes impacts of the Brown decision on school segregation and the educational condition of rural African American students today. In the 1990s, over 90 percent of rural African Americans live in the South and continue to suffer from high poverty rates and low educational attainment. In 1954, the Supreme Court decision in Brown et al v. Board of Education of Topeka et al abolished laws requiring or permitting school segregation in 21 states. Integration was achieved primarily by closing schools in African American neighborhoods and busing students. In response, many White communities withdrew support for public schools and established White private academies. In addition, resegregation occurred within schools via course assignments and "ability grouping." Other factors affecting educational outcomes for rural African Americans include combined negative effects of minority status and rurality, the massive loss of African American educators due to integration-related school closings and layoffs, educators' lack of focus on school factors that contribute to low achievement, and student resistance to "White" school norms. Educators interested in improving outcomes for rural African Americans can begin with an emancipatory pedagogy that goes beyond teaching basic skills to engage students in critical reflection about social realities. In addition, schools must work in partnership with African American parents and communities. | [FULL TEXT]

Kussler, Rainer (1997).  Learn to Speak German--eine kritische Wurdigung.  Unterrichtspraxis/Teaching German, 30, 2. 

Takes a critical look at a popular German-language multimedia package, Learn to Speak German. The evaluation criteria generally comply with current thinking on foreign-language learning. Suggests that while the program in many respects represents the state of the art in language-learning technology, it leaves much to be desired regarding the language-learning pedagogy applied.

Kussrow, Paul G. (1997).  From Pedagogy through Andragogy to Holosagogy. 

"Holosagogy" is proposed as a new, complete system of learning and teaching that applies to teachers and learners of all ages, cultures, and disciplines in all educational settings. The first section of the paper discusses facts about the human brain and explains why educators must understand and respect how the brain works to perceive, process, store, and retrieve information so they will not inhibit learning with brain antagonistic teaching, administration, and organizational practices. The second section examines human modalities, learning styles, and intelligences, explaining that all students learn in different ways and have intelligences and strengths in different areas. The third section discusses the component of community, an important cornerstone for the holosagistic paradigm. Meaningfulness can only be measured in the context of the individual's learning community. Educators cannot expect earlier systems of teaching to respond adequately to a culturally diverse, information-based society and its educational needs. Holosagogy can celebrate and accommodate great diversity and developmental learning patterns, both biological and environmental, of all individuals. .

Kynell, Teresa (1999).  Technical Communication from 1850-1950: Where Have We Been?  Technical Communication Quarterly, 8, 2. 

Considers some foundational, historical issues that led to the formation of a technical-communication pedagogy in the first place. Evaluates shifts in an engineering curriculum from roughly 1850 to 1960 that made possible the development of a technical-communication curriculum.

Kyriakides, L. (1997).  Primary Teachers' Perceptions of Policy for Curriculum Reform in Mathematics.  Educational Research and Evaluation (An International Journal on Theory and Practice), 3, 3. 

Analyzes findings from a study of Cypriot teachers' perceptions of national policy for curriculum reform in primary school, emphasizing mathematics. Responses of 286 teachers, including some beginning teachers, show a coherent view of active pedagogy among Cypriot teachers, with emphasis on practical activities that is not yet apparent in the national curriculum.