Pedagogy | M

Mabry, J. Beth (1998).  Pedagogical Variations in Service-Learning and Student Outcomes: How Time, Contact, and Reflection Matter.  Michigan Journal of Community Service Learning, 5. 

A study found that college service learning is more effective as a civic and academic pedagogy when students have: (1) at least 15 to 20 hours of service; (2) frequent contact with the beneficiaries of their service; (3) weekly in-class reflection; (4) ongoing and summative written reflection; and (5) discussions of their service experiences with both instructors and site supervisors.

MacDonald, Dougal (1993).  Predictions and Pedagogy.  Science and Children, 30, 4. 

Clarifies the idea of prediction in science teaching by distinguishing between the two extremes of guessing and making logical deductions. Discusses the use of predictions in testing teachers' and students' explanations.

MacDonald, Irene (1999).  Morphology of School Violence. 

This paper discusses school violence, examining pertinent research, media, and policy documents. Section 1 examines the evolution of terminologies related to youth violence. Section 2 explains that when reviewing researchers' conclusions on school violence, it is important to consider the role perception had in determining those views. Section 3 examines the evolution of strategies for handling school violence. Between the mid-1970s and early 1990s, the problem of student misbehavior evolved from addressing discipline to emphasizing violence prevention. Researchers began to see violence as an outcome of disruptive behavior that had been ignored or attributed to inappropriate causes. Some believed that the swiftness and certainty of punishment was more influential than its severity. Blaming violence on student problems in need of fixing results in failure to accept an underlying pedagogy within schools based on power, dominance, control, and subservience that fosters the behaviors that educators feel pressured to handle. Research supports the benefit of addressing such issues by emphasizing causes (not symptoms), positive and preventive practices, and decision making that benefits students. However, little progress has been made toward organizing schools for the best interests of students. The paper concludes with a new agenda for addressing school violence. | [FULL TEXT]

Macdonald, Maritza B. (1997).  Leveling the Field: Methodologies That Support Democratic Processes in Multicultural Supervisory Contexts. 

This research report identifies conditions and methods that focus on the daily classroom events of experienced teachers whose equity pedagogy results in effective teaching of students from diverse racial, ethnic, and social class groups. The research suggests that such methods elicit the kinds of dialogue that enrich the knowledge of all those who engage in these processes. The findings are based on four different studies of teacher/researcher collaborations which included a total of 25 experienced teachers. The studies outline a handful of research methodologies that foster constructivist conversations about the kinds of knowledge, attitudes, and dispositions required for effectively teaching all students. The conclusions suggest that these methods make teacher knowledge explicit and at the same time expand the supervisor/researcher's own knowledge based about equity pedagogy. | [FULL TEXT]

Macedo, Donaldo P. (1993).  Literacy for Stupidification: The Pedagogy of Big Lies.  Harvard Educational Review, 63, 2. 

This critique of the current educational system challenges educators to examine potentially dangerous educational practices that foster specialization while ignoring the need to develop critical thinking. Examples demonstrate that, without the ability to interpret the world critically, people are subject to political manipulation, a state perpetuated by the nature of pedagogy today.

Mack, Eva Meredith (1993).  Reflections on Teaching at the "Margins": Reconceptualizing Multicultural Education. 

This thesis undertakes an exploration of teaching at the margins in an effort to articulate teaching assumptions to improve education of multicultural groups. The methodology of retrospective dialogue is explained in chapter 1. Chapter 2 describes two theories that have been advanced for the education of poor/immigrant/working class children--traditional/acculturationist and multicultural/assimilationist. The assumptions of these theories are presented and contrasted with evolving ones. The dialogue of chapter 3 recapitulates the experiences and thought processes as they have interacted with experiences across classrooms and over the years. Through a dialogue on philosophy and pedagogy, the idea of synthesis emerges. Chapter 4 articulates the dialogue's emergent ideas about teaching socioeconomically and educationally underprepared adults. It presents an alternative model of Multicultural Education against Marginality, which reconciles ideological partisanship and commitment to the tenets of multiculturalism with the principles and practices of effective teaching. Contains 73 references. | [FULL TEXT]

Mack, Molly (1990).  Theoretical Linguistics and Applied Linguistics Research: Perspectives on Their Relationship to Language Pedagogy.  IDEAL, 5. 

Selected examples of the independence of and interaction between language pedagogy and theoretical and applied linguistics research are presented. It is noted that those involved in language pedagogy still function too independently and that interaction must occur to make progress in language pedagogy and linguistics. (23 references)

MacKay, Gilbert (1995).  Some Problems with the Translation: Conductive Pedagogy in the Context of Comparative Education.  European Journal of Special Needs Education, 10, 2. 

This article addresses four comparative issues in the development of conductive education programs for children with disabilities in the United Kingdom: (1) the cultural context; (2) the knowledge base of conductive education available in English; (3) the different outlooks of therapy and education; and (4) curriculum issues.

Macke, Frank J. (1991).  Teaching on the Foam of Discourse: Genealogical Perspectives on the Emergence of Speech and Communication as Academic Disciplines. 

This essay examines and explicates the nature and pattern of epistemic transformations undergone by the United States academic discipline known as "speech communication." The system of examination and explication employed in the paper follows Michel Foucault's genealogical method of inquiry and, as such, offers a postmodern critical "history" of the relationship of "speech" to "communication" as matters of pedagogy and research in the 19th and 20th century academic praxis. The opening section of the paper problematizes the notion of historical inquiry, justifying postmodern rhetoric as a preferable approach to critique and epistemology. The second section problematizes the "history" of speech communication, particularly the supposition that the study and teaching of speech (as elocution) evolved into the modern, sophisticated social science of communication. The third section explores the dialectical tension between communication and speech. Specifically, the paper uses a close reading of Michael Burgoon's article, "On Divorcing Dame Speech," as a paradigm case of the rhetoric of evolution and disciplinary progress as applied to the speech communication discipline. The final section reconceptualizes the tension between "speech" (as "parole," or the discourse of lived body experience) and "communication" (as effective, i.e., communicative, speech, or practical discourse) in an attempt to formulate a network of tropological relations wherein the "body" of speech is subject to the arbitrary discipline of communication science. Forty-five references are attached.

Mackey, Barbara (1998).  The Lost Acting Treatise of Charles Macklin. 

This paper examines the career of Charles Macklin of London, an 18th-century actor/director/teacher, whose treatise on his performative approach and pedagogical techniques, "On the Science of Acting," was lost at sea in a 1772 shipwreck. Citing two letters Macklin received from his actress daughter, Maria, and fragments of his own accounts as well as contemporary comments, the paper considers what might have been included in his lost treatise. The first part discusses Macklin's acting--he was on the stage for nearly 70 years and is credited with anticipating Garrick in developing a more natural acting style. According to the paper, his portrayal of Shylock in "The Merchant of Venice" was probably his best role; Alexander Pope is known to have exclaimed: "This is the Jew that Shakespeare drew." The second part discusses Macklin's pedagogy, noting that at every stage of his career he taught acting. The paper quotes remarks from his students which confirm that his teaching was like his personality--kindly but "no nonsense." It states that Macklin began by ridding his students of all formality and artificiality of manner, and when he felt the student was able to achieve a "naturalism" in his delivery, then Macklin had the performer "accommodate techniques to the requirements of the play." The paper also examines Macklin as a director. It concludes that, through personal example and his students, Charles Macklin had a pervasive influence on the mid-18th century trend toward a more natural acting style. Contains a picture of Macklin and a 22-item bibliography. | [FULL TEXT]

Mackey-Kallis, Susan (1994).  Teaching a "Commitment to a Competent Rhetoric" in the Speech Communication Classroom. 

Following J. Sprague's (1992) call to reevaluate instructional communication theory and practice in light of critical theory and Sprague's (1993) call for a more engaged form of discipline-specific pedagogy, this paper responds with a reevaluation of speech communication education in light of rhetorical theory. The paper argues that speech educators need to return to their disciplinary roots to once again teach students both how and why to become articulate citizen-critics and citizen-speakers. This is made possible, in part, by teaching a "commitment to a competent rhetoric," (Hauser and Blair, 1983), a rhetoric that is inventional, situational, practical, critical, political/transformational, and urgent. The paper discusses the problematic turn in speech pedagogy that has divided rhetorical theory from pedagogical practice, explores the implications of this division, defines and explains "commitment to a competent rhetoric" and concludes with specific rhetorical/pedagogical strategies that might foster a commitment to a competent rhetoric in the high school and college classroom. Contains 44 references and 3 notes.  | [FULL TEXT]

Macrine, Sheila Landers (1998).  Toward a Dialogical Mediated Action Approach to Reading Remediation.  Reading Improvement, 35, 1. 

Presents a historical, theoretical and process-based position statement supporting implementation of a dialogical mediated action approach to reading remediation. Delineates a researcher/practitioner model which links dialogical pedagogy and mediated action. Pursues a more reflexive, dialectical process-oriented form of instruction which considers the social and cognitive context in which reading and learning occur through meaningful activities.

Madden, Margaret E.; Russo, Nancy Felipe (1997).  Psychology: Discipline Analysis. Women in the Curriculum Series. 

This essay examines the ways in which psychology, as a discipline, has been influenced by feminist scholarship in the field. Noting that feminist psychologists have challenged the assumption that psychological science is value-free, it cites ways in which values have affected psychological theory and method. The view that men's behavior is normative underlies the historic marginalization of research on women in psychology. The best example of androcentrism and devaluation of women is found in Freudian theory, which defines being female as both different and deficient. Many "gender effects" on behavior can be accounted for by power differences between women and men; feminist psychologists have pointed to the usefulness of descriptive research that does not seek to generalize about all human behavior. An appendix includes eight principles of feminist curriculum development that focus on diversity, egalitarianism and empowerment, self-determination, complexity, connection, social action, self-reflection, and integrative perspectives. A 129-item bibliography contains information on cognitive psychology; developmental psychology; social psychology; physical health and reproduction; mental health; women in the history of psychology; research methodologies and publication issues; gender and other forms of diversity; feminist theory; scientific theory; curriculum transformation resources; pedagogy; electronic resources; and organizational resources. | [FULL TEXT]

Madhere, Serge (1997).  Convergence and Divergence in the Process of Academic Development for Black, White, and Hispanic High School Students.  Journal of Education for Students Placed at Risk (JESPAR), 2, 2. 

Synthesizes theoretical perspectives from social opportunity, critical pedagogy, and interactive literacy to interpret data on schooling outcomes for Black, Hispanic, and White students. The analysis draws on the High School and Beyond database to show significant patterns of divergence as well as convergence in the process of academic development.

Madhere, Serge (1998).  Improving Discipline: The "Dream Team" Approach.  Principal, 78, 2. 

It is impossible to change from a discipline policy of constraint to one of consent and engagement if students lack a legitimate voice in school governance. In middle schools, the "Dream Team" approach can employ sociograms to identify the most broadly respected and most socially isolated students. A student-centered pedagogy enhances democratic leadership opportunities.

Madhere, Serge (1998).  Cultural Diversity, Pedagogy, and Assessment Strategies.  Journal of Negro Education, 67, 3. 

Uses data from the High School & Beyond national survey to show how a model of cultural nesting can be used to examine cultural diversity and disaggregate achievement-test results within and across U.S. racial groups. Suggests that the model is more useful than simple white/nonwhite academic-performance comparisons.

Madhere, Serge; Mac Iver, Douglas J. (1996).  The Talent Development Middle School. Essential Components. 

The Talent Development approach to helping greater numbers of students succeed in middle school is based on a belief that all students can learn challenging material if the right types of support are given. This report presents the essential components of the Talent Development framework and describes their initial implementation in Evans Junior High School, Washington, D.C. and Central East Middle School, Philadelphia (Pennsylvania). The essential components of the framework include a curriculum aimed at active learning, an emphasis on cultural empowerment, a communal organization of school, a total detracking of instruction, growth-oriented assessment, a multilayered pedagogy, career exploration, and family affirmation. Evans Junior High School is a regular junior high in a low socioeconomic area of the city. It enrolls approximately 320 students, all of whom are African American. Approximately 25% receive Title I services and about 6% are in special education. Central Middle School has about 1,000 students in grades 5 through 8, mostly from low socioeconomic levels. The school has a highly diverse student body, with about 45% Hispanic students, 24% African American, 13% Asian, 8% White, and about 10% who define themselves in other ways. Although the implementation of the Talent Development approach is in its early stages, these schools are recognizably different from schools operating under the traditional sorting paradigm. Three appendixes discuss student team writing and reading, the career exploration approach and decision-making training, and present active affirmation program materials. | [FULL TEXT]

Magolda, Marcia B. Baxter (1992).  Students' Epistemologies and Academic Experiences: Implications for Pedagogy.  Review of Higher Education, 15, 3. 

Yearly interviews investigated 101 college students' perceptions of their experiences throughout the 4 years of college as they related to 3 different epistemologies ranging from unquestioned acceptance of knowledge to self-authored knowledge and to gender differences within these epistemologies. Results suggest teaching strategies and evaluation techniques that connect with students' varying epistemologies.

Magolda, Marcia B. Baxter (1999).  Creating Contexts for Learning and Self-Authorship: Constructive-Developmental Pedagogy. Vanderbilt Issues in Higher Education. 

Constructive-developmentalism is a theory of learning that incorporates two major concepts: (1) that students construct knowledge by organizing and making meaning of their experiences, and (2) that this construction takes place in the context of students' assumptions about and creation of knowledge. A gap often exists between instructor and students, making engaging students effectively a major challenge. Many college faculty struggle to engage learners meaningfully. This book is intended to help college faculty create the conditions in which students learn to construct knowledge. A constructive-developmental approach to teaching promotes self-authorship, and this document focuses on articulating structures and processes for implementing that approach. Three sections of this work cover, respectively, the need for a constructive-developmental pedagogy and the problems and promises and various forms of such pedagogy.

Mahaffey, Cynthia (1999).  A History of Empowerment and Critical Pedagogies. 

This paper constructs a history of empowerment and critical pedagogies in U.S. composition studies, building on the idea that critical pedagogies arise out of social constructs and exigencies, and they are not divorced from the realities of students' academic concerns and growths. Primary sources for the paper are table of contents pages in "College Composition and Communication" (CCC), 1958-1997. CCC is one of the major journals for university first-year composition teachers. After defining relevant terms, the paper proposes a populist thesis for the social construction of empowerment and critical pedagogies: "It's all about power." It goes on to describe the Dartmouth Conference, a 1966 meeting of British and U.S. teachers and scholars to discuss the teaching of English in public schools. The paper looks at the issue of open admissions, then focuses on issues relevant to race and class. After discussing the beginning of empowerment strategies and the emergence of critical pedagogies, the article concludes that students deserve the power to appropriate their own education, to choose their own topics about what to write, and to assume the writerly authority that will lead to their own independence.

Mahala, Daniel (1991).  Empowerment/Being All That You Can Be: An Experiment towards a Multiculturalist Practice. 

As a radical supplement to multiculturalism a liberatory pedagogy is needed that explicitly challenges social conditions and ideologies that reproduce inequality. In training new teaching assistants of composition, a teacher used Jane Tompkins'"Pedagogy of the Distressed" to try an experiment in critical pedagogy. In her text, Tompkins argues that the performance model of teaching is the dominant model of alienated teaching in academia today. In an introductory literature course organized around the theme of growing up in America as represented in the autobiographies of Russell Baker, Richard Wright, and Maxine Hong Kingston, a substantial portion of class time was given over to student direction. Class experiments, however, in trying to "desocialize" students from sexist, racist, and classist ideologies acquired in previous educational experience were only intermittently successful. Possibly this is because literature teachers and students have been traditionally socialized to think of literature in some ideologically purified sense, above the temporal fray of historical conflict. Tompkins' pedagogy can be an effective way to transcend the traditional performance model of teaching, contribute to the empowerment of students, and enhance multicultural awareness--as long as teachers maintain constant dialogue among themselves and provide adequate space for students to develop independent voices and overcome feelings of cultural hegemony. | [FULL TEXT]

Mahala, Daniel; Swilky, Jody (1999).  Lost in Space: Thinking Geographically about Pedagogy in English. 

Geographical thinking focuses on the extrinsic meanings of work in English, the meanings extracted from that work, intended or not, through mediating institutional forces, relationships, and modes of spatial organization. It considers how the effects of the work of English educators are mediated by the contiguity of their courses with other courses and programs, by the proximity of their departments with other academic disciplines, professional schools, and employers, by the multiplicity of environments through which these educators and their students circulate. It addresses questions such as how do the distributive functions of English interact with its ideological functions, and how awareness of different spaces affects events in "the classroom," which has long been the self evident spatial figure for curriculum and pedagogy. A key task English educators face is to displace both disciplinary and administrative discourses by transposing them into the realm of geography and politics. To think geographically is to consider not only how institutions construct ideologies that subjects may "internalize" or resist, but also how the regulatory norms of institutions "materialize" subjects in space, sometimes without even having first to be interiorized in people's consciousness. Professional discourse often does not address the issue of space directly enough, either in its physical, social, or discursive aspects. Another area that a geographical perspective marks out for inquiry concerns how different forms of visibility shape subjectivity. Classroom discourse is often charged with meanings that derive from where the classroom is situated in institutional geographies, and who the enunciating subjects are in those geographies than in what it ostensibly says. | [FULL TEXT]

Maher, Frances A. (1999).  Progressive Education and Feminist Pedagogies: Issues in Gender, Power, and Authority.  Teachers College Record, 101, 1. 

Explores the relationship between feminist pedagogical theory and progressive education related to classroom gender relations and construction of female teacher authority, examining contemporary applications of progressive educational theory to gender issues, addressing teacher authority (noting Dewey's writings on women), and suggesting how thinking about difference as forms of unequal power relations can help reframe the grounds for teacher authority.

Maher, Frances; Tetreault, Mary Kay (1999).  Knowledge versus Pedagogy: The Marginalization of Teacher Education.  Academe, 85, 1. 

The traditional dichotomy in higher education between the world of knowledge and that of pedagogy also defines the role of the field of teacher education. Recent initiatives to improve undergraduate teaching have ignored potential contributions of teacher preparation programs and education departments to campuswide discussions of learning, leaving education students and faculty and their curricula isolated and demeaned.

Maher, Michelle R. (1992).  Men Do and Women Are: Sixth Grade Girls, Media Messages and Identity. 

Focusing on the point that female identities continue to form using the reference point of the male image or identity, a study juxtaposed a qualitative research project and the expressions of patriarchy represented in two television milk commercials. Subjects, 12 sixth-grade girls at a small Catholic elementary school in central New York, were interviewed in weekly group meetings and individually. The study examined how the 12 subjects made meaning out of their schooling experience and identified various themes that emerged from the group sessions. The study also analyzed two milk commercials which depict the plight of two "unsuccessful" early teens who begin to drink milk and become "successful" older teens for genderizing of content. Findings suggest the need for a critical feminist pedagogy where students delve into the politics of difference and representation to realize that all knowledge is partial and ridden with complex relations of power. | [FULL TEXT]

Mahin, Linda R. (1992).  Adapting Interactive Cases to the Business Communication Classroom.  Bulletin of the Association for Business Communication, 55, 4. 

Describes the first problem raised in an interactive case on communication taken from Dennis Moberg and David Caldwell's text "Interactive Cases in Organizational Behavior." Demonstrates a wrong and a right answer to this problem, and shows how the author developed writing assignments to supplement the solutions to the problems raised in the case.

Mahoney, Anne Rankin (1996).  Children, Families, and Feminism: Perspectives on Teaching.  Early Childhood Education Journal, 23, 4. 

Examines the impact of feminist theory on instructors and students of early childhood education. Finds that content and pedagogy together impact the classroom by emphasizing participatory, nonauthoritarian, and experiential teaching techniques and subjective, student-centered learning. Reviews research on the phases of feminist teaching and learning.

Mailhos, Marie-France (1999).  Reflective Practice and the Development of Pedagogical Reasoning: A Contribution To Change in the French Educational Context?  Pedagogy. 

Discusses the changing educational context in France, reviewing the relationship between teacher training and professional practice and presenting a model of the development of pedagogical reasoning that shows the relationships between core concepts of pedagogical content knowledge, sociocultural context, and verbal interaction.

Mailloux, Steven (1999).  Reading Typos, Reading Archives.  College English, 61, 5. 

Discusses the topic of reading typographical errors as an example of archival work. Suggests that reading typos is a practice within textual scholarship which is a rather venerable if now somewhat overshadowed tradition of humanistic research and pedagogy. Begins with two examples of typo reading and then presents some general claims about editing as a paradigm for critical interpretation.

Maimon, Elaine P. (1991).  Errors and Expectations in Writing across the Curriculum. Diversity, Equity, and the Ideology of Writing Across the Curriculum. 

"Writing to learn" is the motto of writing across the curriculum (WAC). When students write to learn, they interact with subject matter in a way that makes it their own. WAC individualizes instruction because each student's response to a writing-to-learn assignment will be as different as the student's individual experience. A WAC classroom is an interactive classroom. The undeniable virtue of WAC is that it is a wedge into a reform pedagogy. Writing to learn provides ways for somnolent students and aloof instructors to connect. WAC provides a way to celebrate diversity within the framework of community--to engage students' diverse responses within an academic community which, through student participation, should be always in the making. | [FULL TEXT]

Major, Howard (1995).  Teaching for Learning...at a Distance.  Michigan Community College Journal: Research & Practice, 1, 1. 

Describes three typical scenarios in which distance education (DE) is used. Defines elements of DE and provides a rationale for its implementation. Discusses important trends in DE related to technology (i.e., advances in signal transporting and communication systems) and to pedagogy and andragogy (i.e., instructional design and planning for active learning).

Malloy, Carol E.; Malloy, William W. (1998).  Issues of Culture in Mathematics Teaching and Learning.  Urban Review, 30, 3. 

Demonstrates through theory and application that educators can teach mathematics to include more of the often excluded students, especially African Americans. Educators must consider the culture of students as they adopt an accommodating cultural pedagogy to enable students to become part of a mathematics culture.

Malone, Linda Duncan; Tulbert, Beth L. (1996).  Beyond Content and Pedagogy: Preparing Centered Teachers.  Contemporary Education, 68, 1. 

To succeed in 21st-century schools, teachers must dynamically respond to the ever-changing environment through a continually reflexive stance. Centered teachers are flexible and active participants in school decision making. They develop personal missions and participate in school missions, resolve conflict in appropriate ways, and use effective interpersonal skills.

Maloney, Carmel (1996).  Ritual and Pedagogy: How One Teacher Uses Ritual in a Pre-Primary Classroom Setting. 

Rituals provide a latent structure for teachers that goes beyond the surface meaning of conformity and control to a deeper symbolic meaning for the participants. They are used as a way of defining what is to be taught and how it is to be taught, reflect the teacher's decisions about what is pedagogically sound, and are based on their personal ideology. This study-in-progress examined the forms and functions of ritual in pre-primary classroom settings, and examined ritual as a means of interpreting the tacit dimensions of how one pre-primary classroom teacher works within an implicit pedagogical framework. Several data collection methods were used: field observations, observational records, interviews, videotaping, and discussions. The ritual of mat time marked the beginning of the school day when the teacher constructed a meaningful context for the children which engaged them in her teaching. After children arrived at the center, read the message board, and greeted the teacher, they took a place on the mat and waited for the whole group to assemble. The mat session incorporated a greeting roll call, identifying the "star person" for the day, describing the date and weather, announcing events, and introducing the weekly theme. Although the teacher found it difficult to articulate her practice, she identified her reliance on the ritual of mat time in her teaching as providing continuity to events and giving children a sense of security through a predictable pattern of activities; it thereby reflected her personal early childhood education philosophy.

_____. (1990).  Managing Information Technology: Facing the Issues. Track VI: Academic Computing Issues. 

Eight papers making up Track VI of the 1989 conference of the Professional Association for the Management of Information Technology in Higher Education (known as CAUSE, an acronym of the association's former name) are presented in this document. The focus of Track VI is on academic computing issues, and the papers include: "Loan-a-Mac: A Successful Computer Literacy Program for Faculty" (R. Ann Zinck); "When Is a Site License Not a Site License? A Guide through the Maze of Large-volume Academic Microcomputer Software Purchasing" (Tony Townsend); "Technology/Pedagogy Integration as a Supported Multiple-Year Project" (E. Michael Staman); "Instant Microcomputer Labs: When Just Adding Water Is Not Enough" (Jacqueline D. Brown); "An Assessment of Computer Based College Writing Programs" (Max Kirsch, Harvey S. Wiener, and Michael Ribaudo); "Ohio Library Information System" (Len Simutis, Frank B. Thomas, and A. Jerome York); "Developing and Implementing a Systemwide Academic Mainframe Specialty Center (AMSPEC)" (Arthur S. Gloster II and Arthur J. Chapman); and "Meta-Lenses for Academic Computing in a Small University: Examining Past Progress and Problems, Future Promises and Perils" (M. S. Vijay Kumar). Most of these papers are preceded by an abstract. | [FULL TEXT]

Manke, Mary Phillips (1993).  The Rural Teacher in the Early 1900s: Sentimental Image and Hard Reality.  Journal of Research in Rural Education, 9, 2. 

A review of novels and teacher textbooks from the early 1900s shows an image of teachers far more diverse than the nostalgic one held by many Americans today. Teachers were often young and poorly prepared in academics and pedagogy, and they struggled with disobedient students for control of the school.

Mann, Dale (1999).  Documenting the Effects of Instructional Technology: A Fly-Over of Policy Questions. 

This paper suggests that evaluation research about education policy is intended to affect decisions and typically addresses pedagogy, politics, and economics, all simultaneously. The paper begins with two assumptions: first, the need to do credible science, and second, the need for science to advance the contribution that instructional technology might make to learning. It is divided into six sections: (1) Evaluation Research about Instructional Technology Policies; (2) Pedagogy (efficacy of instructional technology, multiple sources of learning, learning outside the school, and implications for a research agenda); (3) Politics; (4) Economics (capital decisions, public benefits of private investment, and roles of government); (5) Four Instructional Technology Additions to the Existing Conception of Schooling (adding an education focus to the school focus, adding a learning focus to the teaching focus, adding homes to schools-adding parents to teachers, and moving learning to the learner); and (6) Four Evaluation Research Questions from Four Perspectives (science, pedagogy, politics, and economics). | [FULL TEXT]

Mann, Jesse Thomas (1993).  The Language of Language: An Interdisciplinary Approach To Language Learning.  [Mid-Atlantic Journal of Foreign Language Pedagogy] 

The study of language in general and the study of foreign languages in particular have attracted new interest in academic circles during the past decade. The concepts of the "global village" and "cultural diversity" have become commonplace in the jargon of the 1990s. The development of two new courses at Westminster College (Pennsylvania) have been an attempt to address some of these concerns. The "World of Language" course discussed in this study aimed to provide concrete and theoretical approaches to the study of language in order to enhance the undergraduate language experience and to give a context to the language students' exploration that linked the course material in a direct fashion either to an area of professional interest or to their major field of study. Outside lectures included: (1) biology--language and the brain; (2) sociology--symbolic interactionism; (3) religion--language and metaphor; (4) philosophy--language and meaning; (5) psychology--animal communication; (6) mathematics--artificial intelligence. Residual effects of this course are meant not only to begin an exploration of the language major but to: lead students to an understanding of self; help them piece together some of the different components of their general education curriculum; and relate their liberal studies courses to their major. In other words to query: what kinds of questions might physics ask about language? | [FULL TEXT]

Manning, Kathleen (1994).  Multicultural Theories for Multicultural Practice.  NASPA Journal, 31, 3. 

Reviews theories about multiculturalism, discussing them within context of student affairs services, environments, and programming. Multicultural theories presented are categorized into liberation, cultural identity development, student development, and organizational development models/theories. Those specifically summarized include Pedagogy of the Oppressed; Minority Identity Development Model; White Racial Identity Model; African American Student Development; and Cultural Environment Transitions Model.

Manning, Patrick (1999).  Pedagogy and Historical Analysis in the Migration CD-ROM.  History Teacher, 32, 3. 

Describes the development of a new pedagogy for world history. Focuses on the historical analysis designed for the multimedia instructional program "Migration in Modern World History." Considers the risks and benefits of formalizing historical analysis.

Manu'atu, Linita; Kepa, Tangiwai Mere Appleton (1999).  Education in the Night: A Serious Separation. 

Education is one of the social institutions manipulated by New Zealand's European people to establish and perpetuate a painfully fragmented society. Po Ako is a community-based educational project where immigrant teachers, parents, and children from Tonga educate themselves at night about their own culture to better understand themselves and their new situation in Aotearoa (New Zealand). The separation of Tongan students from the official educational practices in secondary schooling is necessary to their understanding of their collective situation of dispossession in Eurocentric New Zealand society and how to change it. Formed in 1991 in response to the failure of the school to prepare Tongan students to pass the Year 10 national examination, Po Ako operates for 2 hours on Monday and Wednesday evenings. Funding is the cooperative responsibility of the students, parents, school, and government. Tongan and Maori women and men from a range of ages, occupations, and academic disciplines tutor students in their weak subjects. The curriculum content is questioned and clarified in a way that differs from the students' routine learning context so that they may select the grain from the chaff in formal schooling. Tongan language and cultural experiences strengthen students' comprehension of the subject under study. One program goal is to mobilize Tongan parents to know and question the dominant technocratic teaching practices, and to that end Tongan parents meet with teachers and administrators during Po Ako to discuss their ideas for educating their youth. | [FULL TEXT]

Maras, P.; Lewis, A.; Simonds, L. (1999).  Elephants, Donuts and Hamburgers: Young Children Co-operating To Co-operate and Co-operating To Compete in Two Primary Schools.  Educational Psychology: An International Journal of Experimental Educational Psychology, 19, 3. 

Presents a study in which 152 5- to 6-year-old children worked alone or in groups, cooperatively and competitively, over four weeks. Identifies three traits: individualism/collectivism, sociability, and altruism. Examines these traits by gender and age. Discusses implications for primary school pedagogy and social psychological research.

Marashio Paul, Ed.; And Others (1994).  Pedagogy Journal, 1994. 

This annual serial volume contains 20 articles offering practical pedagogical ideas from faculty at New Hampshire technical colleges. Section I, "Knowing a Thing," includes "A Rider Teaches Writing: Thoroughbreds and Freshmen," by Barbara Dimmick; "Some Thoughts on How To Incorporate Multimedia in Your Course," by Joyce Schneider; "Community Service--From Critical Thinking to Critical Growth," by Denise J. St. Cyr; "International Exchange of a Nursing Student," by Nancy Demers and Jeannie LeMoine; and "Respect," by Norma L. Forbrich, discussing the ways in which speech patterns convey levels of respect. Section II, "Teaching," features "Transitions," by Susan M. Perry, examining a program in interactive classroom techniques; "Using Control Theory To Change the Behaviors Associated with Performance Anxiety," by Jo Ann Clifford; "Do I Need This? Implications of Competency-Based Education for Learner and Educator Roles," by Neal Steiger; "Instructor Development: The Shift to the Adult Education Paradigm," by Norma L. Forbrich; "Poster Presentations for Senior Nursing Students," by John D. Colbath; "Raising Standards and Increasing Confidence: A Cooperative Approach to Teaching Writing," by Marion Schafer and Milt Camille; "Mastery Testing," by Denise S. St. Cyr;"Practice Learning: Teaching Students To Learn in the Workplace," by Walter Ryan; "Learning for Life," by Sandy Cole; and "Students as Text," by Nancy Marashio. Section III, "A Certain Art," includes "What Transformations Has Taught Us," by William V. Wheeler, describing an innovative course; "'Will This Be on the Test?': A Few Nuts and Bolts for Applying Critical Thinking During the First Week of Class," by Gene Rice; "Science is a Verb," by Tom Gorka; "Hyper Learning in the Electronic Classroom," by Doyle V. Davis; and "Designing Questions To Help Students Peel Back the Layers of a Text," by Paul Marashio. | [FULL TEXT]

Marashio Paul, Ed.; And Others (1995).  Pedagogy Journal, 1995. 

This annual serial volume contains 22 articles offering practical pedagogical ideas from faculty at New Hampshire technical colleges. Section I, "Learners Conversing," includes "'Cheering': A Prelude to a Street Dweller," by Thomas Gorka; "Illusions of Fear: Unleashing My Writing," by Bruce Maville; and "Claremont's Writing Workshop," a transcript from a writing workshop edited by Barbara Dimmick. The second section, "Instructors Facilitating," includes "The Internet as a Student Resource" by Norma L. Forbrich; "How To Keep Your Message...from Getting Lost in the Medium," by William A. McIntyre; "Teaching with Interactive Multimedia Technologies," by Doyle V. Davis; "Learning from Industry: An ISO9001 Virtual Workplace," by David Miller; "Vacation Rebound?" by Gerry Doane, suggesting that semester breaks may increase student anxiety; "'Trying To Turn the Queen Mary on a Dime': Using Student and Faculty Surveys To Facilitate Institutional Change," by Diane Ellis Miles, Neal Steiger, and Maureen Houghton; "Experiencing Aging: The Elderly Simulation Lab," by Donna T. Gagne; "Reading Reclamation," a technique for increasing student reading by Denise S. St. Cyr; "Advantages of Engaging Students in Personal Writing," by Francesca Fay; "The Art of the Lecture is in the Performance," by Paul Marashio; "The CS Grade: A Child Poised for Adulthood," by R. Allan Dermott, reviewing benefits of the "continued study needed" grade instead of an "F"; "Critical Thinking: Something To Think About," by Denise S. St. Cyr; "Guided Independence," by Barbara Dimmick; and"Organizing Thinking: Teaching Students To Learn Independently," by William V. Wheeler. The final section, "Binding into Community," includes "You Want Me To Do What by When?? Or Faculty Orientation/Mentoring Program" by Terrie Judge; "Connecting Life with Classroom Learning," by Sandra Cole; "The Talking Composition," by Bill Warnken; "Students as Assessors," by Nancy Marashio; and "Becoming Teachers and Learners: The Evolution of a Survey Course," by Keith W. Bird. | [FULL TEXT]

Marashio Paul, Ed.; And Others (1996).  Pedagogy Journal, 1996. 

This annual serial volume contains 19 articles offering practical pedagogical ideas from faculty at New Hampshire technical colleges. The following articles are presented: (1) "Goodbye Mr. Desrochers or What I Learned While Teaching My First Lit. Course," by Diane Chin; (2) "A Teacher Learns: Building a Fly Rod," by Walter Ryan; (3) "A Teacher in the Workplace--On the Cutting Edge," by Janice G. Kaliski; (4) "Teaching in Culture Shock," by Sandra Cole; (5) "First Time Teacher," by Sean M. Kenney; (6) "A Cautionary Tale," by Krista L. Zielinski; (7) "Understanding the Learning Cycle: A Teacher's Aide," by Eugene C. Johnson; (8) "Adventure in Teaching," by Judy Honsinger; (9) "Integrating Music into Your Classroom," by Dick Conway; (10) "Response: A Valuable Tool," by Arthur R. Deleault; (11) "The Analogy and the Moment of Insight," by Bill Warnken; (12) "A Different Presentation of a Difficult Subject," by Andrea G. Gordon; (13) "Students as Assessors--II," by Nancy Marashio; (14) "Evaluating the Effectiveness of a Telecourse," by William A. McIntyre and John J. Carlisle; (15) "A Curriculum Reform Project: Using Voluntary National Skill Standards in Performance-Based Curriculum Design," by Keith W. Bird and Ann Weddleton; (16) "Assessment and Prediction for Success of Commercial Art Students," by Jere Turner; (17) "Journey Through Choices, Challenges, and Changes," by Tyler S. St. Cyr and Denise S. St. Cyr; (18) "Educating for Organizational Change," by Theimann H. Ackerson and William V. Wheeler; and (19) "The Learner's Journey," by Paul Marashio. | [FULL TEXT]

Marashio, Paul, Ed. (1998).  Pedagogy Journal, 1998. 

This annual serial volume contains 13 articles offering practical pedagogical ideas from faculty at New Hampshire Technical Colleges. After a brief preface, the following articles are presented: (1) "Variety Is the Spice of Learning," by Sandra Cole; (2) "Separating the Wheat from the Chaff at the Annual Conference," by Diana Wyman; (3) "Teaching College the 'Preschool Way' Yes I'm Sure," by Anita W. French; (4) "Lessons Learned from My Mentorship with Judy Honsinger," by Mary N. Boyle; (5) "A Novice Teacher Reflects on Developing a Teacher Portfolio," by Joe Perron; (6) "From the World of Becoming into That of Being: A Way of Learning," by Paul Marashio; (7) "Articulation Plan Between Physical Therapy Assistant and Physical Therapy Programs," by Laurie Clute; (8) "General Education Balance," by Nancy Marashio; (9) "Slow Down, Mr. Eddy, Puh-leeze: Disorderly Teaching (With an Attention Deficit," by Greg Eddy; (10) "Advising Students toward Responsible Behavior," by Joan Holcombe Larsen; (11) "A Letter from the Heart," by Nancy Roy and Susan Welsh; (12) "History Repeats Itself: Process Writing and the Classical Trivium," by Jane Whittington; and (13) "Language Disability, Literacy, and Open-Access Education: A Case Study," by Marion B. Schafer. | [FULL TEXT]

Marashio, Paul, Ed. (1999).  Pedagogy Journal, 1999. 

This annual serial volume offers readers glimpses into learning communities, demonstrating how students are brought together for the common purpose of learning. It gives a view of the teacher as learning guide and facilitator of group discussions and activities. The articles are a primer on how to build one's own learning community. The overriding pedagogical theme is "hands-on" learning. To get a buy-in from the students, the writers unanimously call for student engagement in the learning process by having the students learn, share, and, finally, analyze, interpret, evaluate, or synthesize information. The following articles are included: "Creating Community in a Community College" (Sandra Cole); "Word Weavers" (Lynn Patriquin); "Students in Transition" (Marcel Duclos);"Bringing Home the Cows (Observation into Description)" (Paul Shykula); "Yes, You Will Use Math Again and This is Why!" (Bruce Gordon); "Images of the American Myth: An Investigation of Prime Time Television" (Paul Marashio); "Facilitating the Perseverance to Learn" (Mary Boyle); "Instructor's Guide for 'Planning Personal Health: An Experiential Course'" (Andrea G. Gordon); "The Survival of Campus Culture at a Community Technical College" (Joe Perron); and "Hidden Characteristics of Effective Community College Teachers" (Glenn DuBois.) | [FULL TEXT]

Marashio, Paul, Ed.; And Others (1997).  Pedagogy Journal, 1997. 

This annual serial volume contains 16 articles offering practical pedagogical ideas from faculty at New Hampshire technical colleges. Following prefatory matter, the following articles are presented: (1) "The Pleasantwood Project: Teaching Science and the Humanities in a Scenario-Based Learning Environment," by Doyle Davis; (2) "Self-Paced, Self-Directed Study as a Teaching Methodology in a Nursing Assistant Program," by Susan J. Henderson; (3) "A Classroom Experiment: The Effect of Incorporating Learning Styles Strategies Upon the Teaching of Introductory Chemistry," by Perry Seagroves; (4) "Definition of the Technical Problem Solving Process," by Lafayette J. Harbison; (5) "A Sparrow Doesn't Live in a PC," by Tom Gorka; (6) "Transition Writing," by Bill Warnken; (7) "Creating a Student Centered Learning Environment," by Jackie Griswold; (8) "What Teaching Psychology Students Has Taught Me About Teaching Students," by Sandy Cole; (9) "The Student in the Middle," by Diane Chin; (10) "Assessing Student Participation Using Performance Criteria," by Paul Marashio; (11) "What Determines a Student's Final Exam Score in a Principles of Economics Class?" by Ronald W. Olive; (12) "Students as Course Designers," by Nancy Marashio; (13) "To Dream the Impossible Dream," by Janice G. Kaliski; (14) Beyond the Book," by Denise S. and Tyler S. St. Cyr; (15) "Building the Global Initiative: Leadership Towards a Barrierless World of One Community," by Marjorie Goodson; and (16) "A Pedagogy Blueprint for the 21st Century: Pedagogy and Assessment Implications of 'Using Voluntary National Skill Standards in Performance Based Curriculum Design,'" by the New Hampshire Community Technical College System Pedagogy Committee. | [FULL TEXT]

Marback, Richard (1996).  Corbett's Hand: A Rhetorical Figure for Composition Studies.  College Composition and Communication, 47, 2. 

Provides a historical grounding for debates over writing pedagogy and multiculturalism. Examines responses in composition to events in 1968 in order to develop a framework for comprehending current issues in composition studies. Uses E. Corbett's 1969 article "The Rhetoric of the Closed Fist and the Rhetoric of the Open Hand" as a rhetorical reference point, conceptual frame, and central rhetorical figure.

Marciano, John (1997).  Civic Illiteracy and Education: The Battle for the Hearts and Minds of American Youth. Counterpoints: Studies in the Postmodern Theory of Education, Volume 23. 

This book is about civic literacy, which is described as "the ability to think critically and objectively about the nation's fundamental premises and practices." The volume examines influential education reports and theorists who have defined the civic literacy debate. The book challenges the dominant perspective of history as presented in nationalistic textbooks and presents divergent viewpoints and perspectives of historical events. The seven chapters are entitled: (1) "The Crisis in Civic Literacy and Foundational Principles"; (2) "America: The Dominant-Elite View"; (3) "America: A Dissenting View"; (4) "The Radical Tradition in Educational Criticism"; (5) "Civic Illiteracy and American History Textbooks: The U.S.-Vietnam War"; (6) "The Persian Gulf War"; and (7) "Civic Literacy and the Gulf War: Critical Pedagogy and an Alternative Vision."

Marcondes, Maria Ines (1999).  Teacher Education in Brazil.  Journal of Education for Teaching, 25, 3. 

Discusses elementary teacher education in Brazil, examining problems teacher educators face (e.g., lack of direct communication between theoretical studies and the practical world and lack of inclusion of practical knowledge and expertise developed by successful teachers). Current educational policies are discussed, looking at: implementation of a national evaluation system; establishment of national curriculum parameters; and curriculum and pedagogy guidelines.

Marcroft, Minette (1990).  The Politics of the Classroom: Toward an Oppositional Pedagogy.  New Directions for Teaching and Learning, 44. 

In the current conservative climate of higher education, questioning students' political beliefs is imperative for a real democratization of knowledge. Oppositional pedagogy pressures the assumptions of the existing system--the dominant knowledges and institutional and social arrangements derived from them--and enables students to change their relationship to them.

Margolin, Leslie (1996).  A Pedagogy of Privilege.  Journal for the Education of the Gifted, 19, 2. 

This essay suggests that gifted education is a strategy for singling out the children of the affluent for training in leadership and dominance, rather than focusing on advanced academic preparation. Gifted education is seen as being organized around the personal and social traits associated with the gifted themselves rather than academic rigor.

Marino, Carrie A. (1997).  The Student Returns: Challenges of the Returning Student. 

According to a 1994 analysis of returning students, as many as 43% of all college students are currently over the age of 24. This influx of returning students demands a new look at existing pedagogical practices. The changing demographics of the classroom turn age and life experience into a consideration for pedagogy alongside race, class, and gender. A significant number of returning or first-time registrants are as old or older than the faculty with whom they come to study. One way of recognizing returning students as sites of critical difference lies in the use of a pedagogical tool--the textbook. Textbooks often address the classroom as a homogeneous group and employ language sensitive to age and gender issues, but fail to take into account age differences. Several forthcoming composition textbooks, however, appear promising for use with returning students. Demands placed on students seem magnified for returning students who, because of existing family, work, and employer commitments, need to balance their time and personal resources. Even as returning students must adapt to the requirements of the academy, the academy must adapt to the needs of the significant number of returning students. | [FULL TEXT]

Markel, Mike (1999).  Distance Education and the Myth of the New Pedagogy.  Journal of Business and Technical Communication, 13, 2. 

Explores one small part of the large and complex field of distance education: the question of pedagogy. Describes the author's experience using traditional means and distance means at the same time giving him a good opportunity to reflect on whether a different pedagogy is called for when teaching a distance course. Concludes that it is not.

Marker, Perry (1993).  Not Only by Our Words: Connecting the Pedagogy of Paulo Freire with the Social Studies Classroom.  Social Science Record, 30, 1. 

Applies educational theories of Paulo Freire to social studies curriculum development and instruction. Contends that education either functions as an instrument to integrate young people into the current system or becomes an instrument to achieve freedom and progress. Argues that social studies teachers and students should become partners in curriculum development and relating existing knowledge to students' own experiences.

Markman, Natalie A. (1993).  Bringing Journalism Pedagogy into the Legal Writing Class.  Journal of Legal Education, 43, 4. 

First-year law students' writing would improve if students were encouraged and inspired by upbeat, practical pedagogical techniques and internalized notions of audience and purpose from the first day of class. By borrowing from journalism education, law schools could produce lawyers who are better communicators.

Marks, Helen M.; Secada, Walter G.; Doane, Kenneth B. (1996).  Social Support for Achievement: Building Intellectual Culture in Restructuring Schools. 

The need for students to experience affiliation and membership is a strong theme in recent thinking on school reform. But affiliation without concern for students' intellectual work and growth defeats the purpose of schooling. This study investigated the sources and mechanisms that sustain intellectually focused affiliation among students, defined here as social support for achievement in diverse learning environments. The study drew on observational, case studies, teacher and student survey data, and essays written by students from an intensive study of 24 nationally selected restructuring elementary, middle, and high schools (surveys completed by 910 teachers and 5,943 students). When teachers build a strong professional community around a conception of intellectual quality, an intellectual school culture results, reinforcing the professional community and offering a solid basis for social support for student achievement and authentic pedagogy. Findings demonstrate that developing an affiliative environment for students and involving them in challenging and engaging work of high intellectual quality are not at odds. An appendix provides an overview of nine schools of particular interest.   | [FULL TEXT]

Marlow, A. R. (1995).  Pedagogy of the Rocket.  Physics Teacher, 33, 2. 

Presents an application of fundamental principles of mechanics for an isolated system in solving problems related to rocket velocity and exhaust elements.

Marsella, Joy (1994).  Constructing Our Professional Lives: Knoblauch and Brannon's "Critical Teaching" (Resources and Reviews).  English Journal, 83, 2. 

Reviews and critiques a current book on critical pedagogy: C. H. Knoblauch's and Lil Brannon's "Critical Teaching and the Idea of Literacy." Considers the concepts of critical teaching, functional literacy, and teacher inquiry.

Martin, David S. (1995).  Removing Licensure Barriers for Deaf Professionals. 

Issues are discussed regarding requirements for standardized, written tests for licensure and certification for individuals with hearing impairments who wish to undertake professions such as teaching and social work. Alternative approaches to testing and the use of multiple measures in assessing candidates who have hearing impairments are considered. Concerns include difficulties with the English language, the inclusion of content in written test items that is not in the experience of persons with hearing impairments, and time constraints that do not permit qualified candidates to work through such difficulties. The portfolio method of assessment, which is based on several types of material demonstrating the achievement and competencies of the candidate, is presented as an alternative to written tests. A portfolio assessment could include: course grades in content and pedagogy areas, short-essay responses to a classroom teaching situation, internship observations and written evaluation, written recommendations and interview results, and a videotape of the candidate's teaching.

Martin, James R. (1992).  Genre and Literacy-Modeling Context in Educational Linguistics.  Annual Review of Applied Linguistics, 13. 

Complements review in previous volume concerning Australian literacy (in first- and second-language) initiatives that drew on systemic functional linguistics, highlights ongoing research within the same theoretical framework, and focuses on the question of modeling context in educational linguistics. The discussion includes modeling context as genre and register, reconciling integration and diversity, and critical literacy and pedagogy. (77 references)

Martin, Judy L. (1992).  Research on Writing Instruction: Confronting Ambivalence in the System. 

Despite the paradigm shift from product to process-centered writing theory, the reality is that students still are offered few options and teachers continue to expect set forms of writing. What continues to count is the end product, usually an academic essay demonstrating all the virtues of mainstream literacy. To explore this charge, a survey was undertaken at Southern Illinois University's English department which revealed that these attitudes and values continue to be expressed by instructors. In grading, the final, typed product was by far the most important activity. Not surprisingly, the survey indicated that the educational system itself also values product over process. Sample responses from instructors concerning this show that this is a controversial issue among faculty. Thus, there has evolved a sort of "schizoid" pedagogy in which theory and practice do not match. Teachers, therefore, must try to balance process and product more favorably. For example, many theorists believe that the current definition of literacy is too restrictive. Such restrictions have implications which society should take a close look at. One objection to open forms which give students more room to explore is that they would result in sloppy writing, but this is not necessarily so. Neither do researchers generally favor getting rid of the academic essay completely. Instructors should consider how to make the process "count" gradewise, and try to recognize variant forms within student writing. (Nineteen references are attached.) | [FULL TEXT]

Martin, Lynne M.; Jacobson, Trudi E. (1995).  Reflections on Maturity: "Introduction" to "Library Instruction Revisited: Bibliographic Instruction Comes of Age."  Reference Librarian. 

Provides an introduction to this theme issue by reviewing the status of bibliographic instruction, particularly in academic libraries, over the past decade. Topics include criticism, the need for evaluation, practical and theoretical viewpoints, the need for collaboration, the impact of technology, the need to recognize cultural diversity; and pedagogy.

Martin, Renee J., Ed. (1995).  Practicing What We Teach: Confronting Diversity in Teacher Education. 

This work probes the confines of traditional approaches to teaching about diversity, and it explores the possibilities for redefining links between theory and practice, thereby presenting an alternative repertoire for teacher education that emphasizes the relationship between ideology and pedagogy. The publication is in 3 sections. Part 1, Alternative Templates: Building New Foundations, contains 5 chapters: (1) "Teaching Controversial Issues in Higher Education: Pedagogical Techniques and Analytical Framework" (Julie Andrzejewski); (2) "Thinking about Diversity: Paradigms, Meanings, and Representations" (Robert Muffoletto); (3) "Teaching about Diversity through Reflectivity: Sites of Uncertainty, Risk, and Possibility" (Kathleen S. Farber); (4) "Deconstructing Myth, Reconstructing Reality: Transcending the Crisis in Teacher Education" (Renee J. Martin); and (5) "What s All This White Male Bashing?" (Carl Allsup). Part 2, Impact and Implications of Biography for Pedagogy, contains 4 chapters: (6) "Multicultural Teacher Education for a Culturally Diverse Teaching Force" (Carmen Montecinos); (7) "Teaching Whites about Racism" (Christine Sleeter); (8) "Creating Classroom Environments for Change" (Keith Osajima); and (9) "What's in It for Me?: Persuading Nonminority Teacher Education Students to Become Advocates for Multicultural Education" (Kent Koppelman and Robert Richardson). Part 3, Multiple Realities: Multiple Enactments," contains 6 chapters: (10) "Reflecting on Cultural Diversity through Early Field Experiences" (William D. Armaline); (11) "To Participate...To Speak Out: A Story from San Elizario, Texas (Elizabeth Quintero and Ana Huerta-Macias); (12) "Theoretical Perspectives and Multicultural Applications" (Lourdes Diaz Soto; Tina Richardson); (13) "Beyond Bats and Balls: Teaching about Knowledge, Culture, Power, and Ideology in Physical Education" (Robyn S. Lock); (14) "Seeds of Change: A Pilot Study of Senior Preservice Teachers Responses to Issues of Human Diversity in One University Course" (Evelyn McCain-Reid); and (15) "The Coalition for Education That Is Multicultural: A Network of Advocates for Educational Equity" (Marilynne Boyle-Baise).

Martin, Shane P. (1996).  Cultural Diversity in Catholic Schools: Challenges and Opportunities for Catholic Educators. 

This book examines sociocultural factors that affect teaching and learning in today's Catholic elementary and secondary schools. The first chapter, "Cultural Diversity: An Important but Problematic Issue," discusses how demographic and societal changes have created a greater need for cultural diversity in education, and stresses the ambiguities inherent in addressing this diversity. The second chapter, "The Success of Catholic Education: Impressive and Still Able To Be Better," recounts the success of Catholic schools in building community, outlines the sociocultural theory of learning, and highlights the challenges to developing culturally sensitive pedagogy and a welcoming school culture. This chapter also addresses the importance of recognizing the school's hidden curriculum, hiring an ethnically diverse faculty and staff, and being aware of aspects of institutional racism. The third chapter, "The Catholicity of Our Schools: Making the Gospel Concrete," suggests that Catholic schools build on their tradition of Gospel values to explore opportunities for incorporating cultural diversity in their schools. Appendices include suggestions for professional development and faculty inservice workshops that use focus questions to promote reflection on cultural diversity, 43 additional resources for educators interested in cultural diversity, and 36 Internet addresses concerning cultural diversity. Contains endnotes and 116 references. | [FULL TEXT]

Martin, Theodora Penny (1990).  Collaborative Learning, Circa 1880. 

Collaborative learning, such as student-team learning or work-group learning, has become the focus of inservice workshops for teachers, a theme in professional journals, and the daily routine in an increasing number of classrooms. The women's study clubs in late 19th-century United States used a similar pedagogy. By the early 1900s, perhaps as many as 1 million white, middle-class, middle-aged women belonged to these clubs, the local membership of which was generally limited to 20 members who met biweekly for 2 hours in each others' homes to pursue a course of study. Apart from the three taboo subjects (religion, politics, and "the woman question"), the inquiry of club women was wide ranging and included literature, art, history, music, geography, astronomy, botany, and foreign languages. The group decided what to study from September to June and assigned the program for each meeting. Seven or eight members read papers they had written on the assignment during each meeting. The sessions were governed by parliamentary procedure. Every member was expected to participate in some way at each meeting. At the turn of the century, most clubs began to change their focus from education for self to education for service. Study club women had at first modeled their curriculum on that of the academy in order to authenticate their intellectual abilities in an age when women's reproductive organs were reputed to drain their brains. However, they modified the pedagogy of the academy--the recitation--into collaborative learning by acknowledging a common goal, working toward it as a community, expecting participation from all members in various roles over time, and performing as writers and reciters to please one another rather than a teacher. A few study clubs of this original model remained vigorous well into the 20th century. (The document contains six references.)

Martinez-Salazar, Egla (1998).  Freire in the North under Southern Eyes.  Convergence, 31, 1-2. 

Suggests that it is problematic how Freire's critical thinking can be used by privileged people to reaffirm privilege and overlook racism. Asserts that his antioppressive stance has been cleansed and commodified.

Maruatona, Tonic (1996).  Reflections on Freirean Pedagogy and the Transformation of Rural Botswana. 

Despite Botswana's commitment to the ideals of democracy and equity, abject and relative poverty are widespread among the country's rural populace. Since Botswana's independence, its rates of poverty, unemployment, and illiteracy have increased. The situation necessitates fundamental changes in the lives of Botswana's rural residents. Such change can be achieved by adopting the Freirean method for Botswana's National Literacy Program. Botswana's present literacy practice does not facilitate criticism of adult learners' current situation or their assumption of the role of agents of change. Freire's methods would enable Botswana's rural literacy learners to engage in democratic practice as Botswana's other citizens do. It has been argued that Botswana's government has skillfully chosen some nonpolitical aspects of the Freirean approach for the Botswana National Literacy Program. Adult educators in Botswana must challenge their students to address the problems in their world. Since its independence, Botswana has had several viable democratic institutions, including the community meeting place and the tradition of farmers working in groups, that can be mobilized to address the social and economic plight of the country's rural residents. Through such institutions, the Freirean approach may be used to empower rural people. (29 references) | [FULL TEXT]

Marvin, Steve; Franklin, Kathy K.; Chesser, Jo Sykes; Edleston, Rob; Edwards-Schafer, Patricia; Oberste, Christy; Routen, I. J.; Satkowski-Harper, Tricia (1999).  Faculty Attitudes about the Use of Technology in the College Classroom. 

The purpose of this study was to explore faculty attitudes about the use of technology in the metropolitan university classroom. Researchers conducted four "electronic" focus group sessions with faculty at a metropolitan university via networked computers housed in a decision-support center on campus. The focus group sessions, homogeneous based on professorate rank, included a total of 29 participating faculty. A three-step content analysis procedure was used to analyze the qualitative data. First, the transcripts were manually coded and audited by a team of eight researchers. Second, a team of four researchers reduced the codes into attitude themes and patterns with a third research team, subsequently, developing the theoretical framework. The resulting theoretical framework included six constructs explaining faculty attitudes about technology in the college classroom. Those constructs included the influence of technology on student success, student interaction, college pedagogy, access to information, the college classroom, and the traditional methods of instruction. Furthermore, the framework addressed faculty attitudes concerning the influence of three educational issues on technology: teacher control of the classroom; nuances of the ideal classroom; and theories of student learning. | [FULL TEXT]

Master, Peter (1997).  The English Article System: Acquisition, Function, and Pedagogy.  System, 25, 2. 

Describes the acquisition, frequency, and function of the English articles ("a,""the," and "O"--the zero article). Explains the two types of zero article (zero and null), and shows how these occur in alternation with "a" and "the." Also provides a framework for the presentation of the articles in the classroom at the beginning, intermediate, and advanced levels. (56 references)

(1998).  Mathematics in Context.  Illinois Mathematics Teacher, 49, 1. 

Provides information about the "Mathematics In Context" textbook. Describes its content, pedagogy, assessment techniques, and features an example lesson plan.

_____. (1999).  Mathematics and Science Task Force Report. 

This document presents a report from the Mathematics and Science Task Force. The Task Force held its initial meeting on January 27, 1999 to develop essential competencies in content knowledge and pedagogy in four areas: (1) elementary mathematics; (2) secondary mathematics; (3) elementary science; and (4) secondary science. Initially Task Force members identified issues and needs currently existing in elementary and secondary classroom environments, then they discussed and examined classroom observation programs required of students enrolled in education programs at the University of Wisconsin-Green Bay. Current curricular requirements in science and mathematics education programs at UW-Green Bay were also examined.

Mathieu, David J. (1990).  Community Education as Radical Pedagogy.  Community Education Journal, 17, 4. 

Discusses radical nature of community education by comparing it to methodology of Paulo Freire. Indicates that community education is based on a new understanding of the purpose of education and role of community in educational process. Suggests that practitioners and theorists must recapture its radical nature if community education is to bring about real change in American education.

Mattai, P. Rudy (1994).  Project RICE (Responsive Inner City Education). 

Project RICE (Responsive Inner City Education) prepared a cadre of 36 teachers drawn from majority and minority populations in 3 inner-city schools in Buffalo (New York) to complement mastery of subject matter with appropriate pedagogical styles. The project was designed to test the hypothesis that minority students in inner-city schools do not need to be taught by teachers of the same race, ethnicity, or gender to become academically successful. Through inservice and summer workshops, teachers were exposed to the pre-eminence of alienation among the complex factors that largely account for the poor academic performance of minority inner-city students. Preliminary evaluation data from classes of 24 teachers who participated for at least 1 year suggest that teachers who participated in Project RICE tended to be more effective with such students regardless of the racial background of the teacher. Students taught by Project RICE participants displayed significant positive changes in their attendance and achievement in school as well as in their attitudes toward learning. One clear lesson from Project RICE was that different schools have different cultures that affect the ways teachers teach. Another was that majority teachers working with minority students need a nurturing environment to encourage them to approach issues of culturally relevant pedagogy. Projects of this sort need to be expanded to larger institutional objectives to ensure their continuing relevance. It is also suggested that projects of this type give higher education faculty an entree into the school system that is beneficial to both levels of the educational system if conscious efforts are made to conduct most activities in the school system. Three appendixes present data on two of the three participating schools (one high school and one elementary school), the RICE evaluation instruments, and a bibliography of 32 sources. Attachments include press releases and an article by Douglas R. Cochrane, P. Rudy Mattai, and Barbara Huddleston-Mattai titled "Non-College Bound Urban Minority Youth: Issues of Transition." | [FULL TEXT]

Matzen, Richard N., Jr. (1996).  Emancipatory Education without Enlightenment? Thais, Americans, and the "Pedagogy of the Oppressed." 

If the educational methods of Paulo Freire are imposed on Thais and other Asians, the outcome may not be the reinforcing of, but instead the losing of, their cultural identities. Freire reveals what are vital cultural assumptions for his pedagogy when defining "freedom, silence, confrontation, communication, and self" in "Pedagogy of the Oppressed." Thais, however, define these terms in radically different ways from Freire, and these radical differences raise serious concerns for some students who are required to participate in emancipatory education. Thailand has never experienced colonialism, and 90% of its people are farmers, not industrial or service workers. Buddhist monks have established traditional, as well as non-formal education--since the 13th century their temples and monasteries have been centers for education. The dilemma is that Freire thinks that traditional education is oppressive, yet traditional Buddhist education in Thailand has earthly and spiritual freedom as a goal. A Thai in America processes the culture and language through the filters of Thai language, culture, and Buddhism. A Thai will mistake signs of individualism for signs of status. Thais are likely to find themselves sitting in an American classroom, with problems of acculturation. A case study of a young Thai female immigrant shows just how difficult that acculturation can be. The questions that must be addressed are whether culture is possible without oppression and whether oppression is the only outcome of a non-Freirean education. | [FULL TEXT]

Mauch, James (1994).  Universities in Transition in the Czech Republic: The Case of the University of South Bohemia. 

This paper outlines the history of Czech higher education, changes after the 1989 "Velvet Revolution," and possible future directions as the society as a whole adjusts to non-Soviet, democratic government. An early section describes the early development of higher education beginning with the founding of Charles University in 1348. The following section discusses Austrian-German influences on Czechoslovakia's education system which resulted in modeling the Czech university system of German universities. The next section describes the 40 years of Communist rule and attempts to remold education in the image of Soviet education. This section discusses access, curriculum, resource allocation, planning, staffing, and students. The next section covers the same topics in the period since 1989 and the experience of freedom, limited resources, and unlimited demand. A final discussion of the change since 1989 and future directions for higher education in the Czech Republic notes that legislation in 1990 gave a great deal of authority to institutions and their faculties. Some now feel that the legislation may have gone too far in delegating responsibilities. Although the system has undergone change, universities are also finding that faculties and other elements are resistant to change. | [FULL TEXT]

Mauch, James (1995).  Civic Education in the Czech Republic. ASHE Annual Meeting Paper. 

This paper describes some aspects of the transition taking place in Czech educational efforts since the "Velvet Revolution" of 1989, particularly changes in the teaching of civic education in the schools. The paper takes the position that governments find it important to mold new generations in areas of civic responsibility, whatever the nature of those governments, however controlling or free they may be. The paper is based on exploratory interviews with students, faculty, and administrators at the University of South Bohemia and at the Ministry of Education in 1992-94, as well as a limited review of the literature. A section on education under Communism describes the 40 year effort to remold Czechoslovak education in the image and likeness of the Soviet Union's education system and following the principles of international communism. The next several sections describe the transitions to a post-communist educational system in basic education, secondary education, higher education and civic education. A section devoted to the transition period following the revolution goes into greater detail on the content of a new civic education which is seen as having the goal of providing students with the skills for individual responsibility and social participation, with ethical values, and with the ability to think critically. A final section offers recommendations for planning civic education curricula. | [FULL TEXT]

Maule, R. William (1997).  Adult IT Programs: Discourse on Pedagogy, Strategy and the Internet.  Internet Research, 7, 2. 

Degree programs and continuing education for information professionals concern most organizations as they reorganize to capitalize on innovations in networking, online services, and electronic commerce. This article examines theoretical and conceptual foundations for adult information technology (IT) programs and strategies for implementing knowledge management curricula in programs for adult professionals. Contains 97 references.

Maxcy, Spencer J. (1999).  The End of Critical Pedagogy and the Last Man (sic): Response to McLaren.  International Journal of Leadership in Education, 2, 3. 

Scrutinizes the use of biographical narrative as a device for constructing leadership models for schools. The historic figure of Che Guevara (as reconstructed in Peter McLaren's article) is not appropriate as a model for contemporary school leadership, due to outdated ideologies. More wide-ranging aesthetic criticism should undergird school leadership changes. Contains 13 references.

Maxim, Hiram H. (1998).  Authorizing the Foreign Language Students.  Foreign Language Annals, 31, 3. 

Reviews current practices in foreign-language teaching in light of Bourdieu's theories of language and power to show how failing to assess discursive intent prevents students from understanding strategic use of language. Bordieu's model is then proposed as the basis for pedagogy that authorizes students to use their existing cognitive skills in order to assess a text's discourse and uncover its verbal and nonverbal strategies.

May, Stephen A. (1993).  Beyond Basket Weaving: Multicultural Education and Whole-School Reform. 

This paper outlines the various limitations of several multicultural education initiatives and explores the conditions necessary for making multicultural education actually work. The conditions examined include the centrality of first language maintenance and the reconstituting of curriculum, pedagogy, evaluation, and organization at the school level. In addition, the paper discusses the controversy of multiculturalism versus antiracist education and assimilation. The multicultural educational program initiated at the Richmond Road School in Auckland, New Zealand is offered as an example of what can be achieved when multicultural education is combined with a critically conceived approach to whole-school reform. Reasons for its success are examined, focusing on the facts that: (1) the various school structures necessary to establishing an effective approach to multicultural education have been developed over many years; (2) the change process has involved staff cooperatively and collaboratively; (3) a high degree of theoretical literacy in multiculturalism was developed among teachers; and (4) a conversancy with theory resulted in an approach to multicultural education that was considered workable for staff and served the interests of all concerned. It is concluded that the structural changes implemented at Richmond Road demonstrate that multicultural education can be effectively reconceived in order to make a difference for minority children. | [FULL TEXT]

May, Wanda T.; And Others (1993).  Good Teachers Making the Best of It: Case Studies of Elementary Art and Music Teaching. Elementary Subjects Center Series No. 100. 

This report presents five case studies of teaching for understanding in the arts. The first two studies are of expert elementary music teachers who engaged in weekly planning together. In the case of Anna Spaulding, a first grade lesson is presented in detail as well as a description of how this teacher conceived of music as a discipline, planned lessons, taught music classes in the first and fifth grades, and evaluated students' learning. In the case of Esther Bromfeld, similar topics are addressed with a focus on her teaching second and fifth grade classes, a presentation of a fifth grade lesson on improvisation, and her dedication to students' listening in music. The third case is of Martha England, an expert art teacher. Similar topics are treated in the analysis of this teacher's curricular goals and pedagogy that focused on art production, her teaching from an art cart, and students' learning. Together, these individual case studies present a portrait that captures how itinerant teachers in the arts manage exemplary teaching despite workplace constraints, their teaching concerns, and what students can learn in the arts when their teachers love and understand the subjects they teach, have a well developed pedagogical repertoire, are dedicated to the arts, and care deeply about students' art learning opportunities. | [FULL TEXT]

Mayberry, Maralee (1998).  Reproductive and Resistant Pedagogies: The Comparative Roles of Collaborative Learning and Feminist Pedagogy in Science Education.  Journal of Research in Science Teaching, 35, 4. 

One dominant approach to reforming science education implements collaborative approaches to learning. Feminist pedagogy is concerned with transforming both how students learn science and the science curriculum that students are expected to learn. Collaborative approaches serve to reproduce the dominant discourse of existing science systems. Feminist pedagogy invites students to critically analyze existing scientific systems. Contains 74 references.

Mayer, Virginia (1993).  Interactive Pedagogy in a Literature Based Classroom.  [Mid-Atlantic Journal of Foreign Language Pedagogy] 

Preserving a literary-based curriculum, creating a sensitivity to the literature, and encouraging communicative skills relative to the literature are significant goals in foreign language study. Therefore, a program involving strategic interaction and cooperative learning techniques applied to the study of literature fosters communication and comprehension within a cultural context. Three categories of relative, effective, and practical tools for literary based discourse are discussed in this report: (1) scenarios chosen for enactment (an idea or theme from a portion of the targeted literature with undetermined resolution, juxtaposed role playing and significant debriefing) and situations (the cafe scene, family dinners, etc., with a beginning, denouement, and predetermined conclusion); (2) serious silliness ("ice-breaker" inter-social devices); and (3) six sombreros (the class is divided into five groups; the "white hat" group is responsible for the facts and details of the reading; the "red hat" students are concerned with the emotions and feelings offered by the text; those wearing "purple hats" confirm negative dimensions in the passage; "green hats" are challenged to think creatively; and finally, the "blue hats" organize and summarize the thoughts produced by each of the other groups). The implementation and expansion of some already practiced devices offer new possibilities within the literacy framework. | [FULL TEXT]

Mayer-Smith, Jolie; Pedretti, Erminia; Woodrow, Janice (1998).  An Examination of How Science Teachers' Experiences in a Culture of Collaboration Inform Technology Implementation.  Journal of Science Education and Technology, 7, 2. 

Illustrates how a culture of collaboration may contribute to significant technological reform and foster conceptual change leading to distinctive pedagogy and praxis. Presents a case study exploring a collaborative effort between a teacher and a researcher. Contains 31 references.

Mayers, Tim (1996).  From Page to Screen (and Back): Portfolios, Daedalus, and the "Transitional Classroom."  Computers and Composition, 13, 2. 

Notes many networked composition classrooms can be considered "transitional;" focus of the classes is neither exclusively on print-oriented skills nor on electronic-literacy skills. Focuses on an instructor's first-year composition courses in a computerized environment. Outlines ways teachers may employ a portfolio pedagogy in networked classrooms to help students develop what a scholar in the field of composition, Cynthia Selfe, called "layered literacy."

Mayo, Peter (1993).  When Does It Work? Freire's Pedagogy in Context.  Studies in the Education of Adults, 25, 1. 

In extremely repressive situations, Freire's liberation pedagogy can support resistance; in postrevolutionary societies, it can suffer from contradictions. The perpetual tension between domestication (indoctrination) and liberation makes transformative education an ongoing process.

Mayo, Peter (1999).  Gramsci, Freire and Adult Education. Possibilities for Transformative Action. Global Perspectives on Adult Education and Training. 

This book examines the ideas of Antonio Gramsci and Paulo Freire regarding radical education and adult education's role in the struggle for liberation from oppression. Chapter 1 provides an overview of the following topics: Gramsci and Freire's theories; publications about both men in the adult education literature; and the principles of transformative adult education. Chapter 2 focuses on the following aspects of Gramsci's views on adult education: relationship between hegemony and education; agency; and sites of practice, social relations, and content. Five aspects of Freire's thinking regarding adult education are explored in chapter 3: political pedagogy; agency; liberation theology, and Marxism; democratic education; agents of change; and sites of practice and content. Chapter 4 presents a biographical and contextual comparison of Gramsci and Freire and identifies parallels in and differences between their ideas. Chapters 5-7 discuss these topics: limitations in the thinking of Gramsci and Freire (class and other forms of social difference, contestation and cooptation, information technology); a Gramscian-Freirean synthesis and beyond (commitment, agency, social movements, adult educators, cultural production, history); and transformative adult education in context (limits and possibilities of social transformation; prerevolutionary context, cultural revolution). The book contains 368 references.

Mayo, Wendell; Holt, Mara (1990).  Negotiated Course Design: Hybrid Applications of Pedagogy in Writing Courses. 

Two instructors with different approaches to writing collaborated in the preparation of a junior-level advanced college composition course. Both instructors were concerned about the applicability of the "workshop" in teaching composition, and about the question of how to address authority in the workshops. Students were asked to respond to texts which dealt with the displacement of the individual from society. After 2 weeks of reading, lectures, presentations, videos, private writing, and collaborative exercises, the students undertook their first major assignment. That assignment, a critical response to one of the readings, was workshopped. Later, each student undertook a research paper stemmming from the first paper. The course concluded with more presentations, discussions, and a final essay. The two major papers were workshopped in a circle with the instructor in participation. Students read and wrote comments on classmates' papers before the workshop sessions. During the workshop, following an introduction of the papers by the authors, the instructor conducted discussions of the papers. In a final examination, students described: (1) aspects of the workshop that made them feel like displaced persons; (2) aspects of the workshop that made them feel connected to a community; and (3) how they felt about the workshop. Students described the presence of multiple voices competing in their writing: the voice of institution (discourse within established order), inclination (openness without prohibitions), and the "I" searching for a role in the game of truth. The course gave rise to a creative writing course on the fiction writer and society and an exploration of cooperative learning in creative writing. Responses were similar to those from the composition class. From this collaborative process, students gained a greater awareness of self and society, private and public writing, and authority as institution and as social construct. | [FULL TEXT]

Mazur, Joan; Bliss, Traci (1996).  Dimensions of a Knowledge Support System: Multimedia Cases and High Bandwidth Telecommunications for Teacher Professional Development. 

The Common Thread Case Project is a multi-year project that uses multimedia compact disc technology and high-bandwidth telecommunications to provide a unique, case-based professional development network for teachers in the midst of systemic reform in the state of Kentucky. The project is a partnership between the University of Kentucky, the University of Louisville, and Kentucky Educational Television. Year one of the project centered on the development of a series of five secondary and five elementary cases, available in hard copy and on CD ROM. Each case in the Common Thread Cases (CTC) series is a true story and captures the dilemmas and accomplishments of teachers involved in reform. The cases are designed for in-depth discussions that critically analyze pedagogy and promote reflection. Year two of the project focuses on training and dissemination of the case materials. The intent of the training is to provide teachers with case facilitation skills and technology to develop and support a professional community of teachers. The project also works with participants to explore telecommunications for ongoing professional development and collaboration. Questions considered are: (1) To what extent can the cases, along with accompanying study tools and resources and available telecommunications technology, become the nexus of a larger system of knowledge support that is essential for teacher professionalism? (2) What are the dimensions of such a knowledge support system? The report looks at: Background and Need for Knowledge Support; Cases and Teacher Professional Development; Knowledge Support and Performance Outcomes for Teacher Professionalism; Dimensions of an Open Knowledge Support System (instrumental, relational, and communication dimensions); and Future Directions. Appendix A contains the criteria a case study must meet for inclusion, and Appendix B illustrates some of the features of the case delivery system.   | [FULL TEXT]

Mazurek, Kas, Ed.; Winzer, Margret A., Ed. (1994).  Comparative Studies in Special Education. 

This text presents 26 case studies which examine special education provisions for children in the world today. The reports focus on the current state of special education in selected nations and major issues and controversies in the field of special education within those nations. Each case study addresses the following themes: (1) prevalence of exceptional conditions; (2) identification of exceptionalities; (3) labeling the handicapped population; (4) the social context of special education; (5) the legal and bureaucratic structure of special education; (6) teachers, schools, curriculum, and pedagogy for special education; (7) major controversies and issues in special education; and (8) emerging and future trends in special education. Part 1 contains four case studies of countries where special education is very limited. They are: "South Africa" (David R. Donald); "Papua New Guinea" (Barend Vlaardingerbroek et al.); "Senegal" (Sabou Sarr); and "West Bank and Gaza Strip" (Samir J. Dukmak). Part 2 contains nine case studies of nations with emerging special education: "Nigeria" (Theresa B. Abang); "Islamic Republic of Iran" (G. Ali Afrooz); "Brazil" (Lucia Gomes Vieira Dellagnelo); "Indonesia" (Conny Semiawan); "Egypt" (Wasfy Aziz Boulos); "Pakistan" (Mah Nazir Riaz); "China" (Xu Yun); "India" (Rita Agrawal); and "Uruguay" (Eloisa Garcia de Lorenzo). Five case studies of countries with segregated special education systems are in Part 3. They are: "Japan" (Giichi Misawa); "Taiwan" (Yung-Hwa Chen and Tai-Hwa Emily Lu); "Russia" (Vladimir I. Lubovsky and Evgenija Nikolaevno Martsinovskaja); "Czechoslovakia" (Marie Cerna); and "Hong Kong" (Nick Crawford and Mark Bray). The four case studies of Part 4 report on countries approaching integration: "Israel" (Yaacov Rand and Rivka Reichenberg); "Poland" (Wladyslawa Pilecka and Jan Pilecki); "Australia" (Geoffrey Swan); and "Canada" (Margret A. Winzer). Part 5 gives four case studies showing integrated special education: "Finland, Norway, and Sweden" (Kari Tuunainen); "United States" (Betty A. Hallenbeck and James M. Kauffman); "New Zealand" (David Mitchell and Patricia O'Brien); and "England and Wales" (John Dwyfor Davies and Maeve Landman).

Mazzei, Lisa A. (1997).  Making Our White Selves Intelligible to Ourselves: Implications for Teacher Education. 

This study engaged the narratives and conversations of five white teachers in an urban school district as they explored the implications associated with seeing themselves as raced individuals. It also explored how an awareness of these narratives shaped the instructional environment created by these teachers. An important element in the analysis was the "silences," paying attention to what was not being said. Race was the absent identity category in the conversations: whites do not describe themselves as white; rather, white is the norm, the given. Data analysis suggested several implications: (1) much of teacher education considers multicultural education from a white perspective for the purpose of learning about the other; (2) a pedagogy that engages race and culture in the classroom invites difference, acknowledges difference, and creates a learning environment in which all students are encouraged to learn as a result of their difference; (3) a vital component of teacher education should be to develop educational experiences providing opportunities for future teachers to critically examine the instructional decisions that they make in their classrooms; and (4) although whites need to become cognizant of themselves as raced and specifically of their positions as white educators, they can only do so with the assistance of persons of color. | [FULL TEXT]

McBrien, J. Lynn (1999).  New Texts, New Tools: An Argument for Media Literacy.  Educational Leadership, 57, 2. 

Adults cannot adequately prevent their children from observing media messages. Students are actually safer if they are educated about analyzing and assessing unsavory messages for themselves. Appropriate media-literacy pedagogy involves five essential elements: background, tools, deconstruction of media techniques, product evaluation, and original construction.

McCall, Ava L. (1994).  Rejoicing and Despairing: Dealing with Feminist Pedagogy in Teacher Education.  Teaching Education, 6, 2. 

Describes how one university professor uses feminist pedagogy to empower students while still affirming her authority. After providing background about one course that uses feminist pedagogy, the paper highlights two aspects of feminist pedagogy (consciousness raising about diversity and understanding differences that she and the students bring to the classroom).

McCallister, Cynthia (1996).  Exploring Where the "Self" and "Study" Intersect: Autobiographical Inquiry as a Framework for Qualitative Research. 

The relationship between research and autobiography is explored. The planned study was a qualitative study of literacy methods instruction at the college level, a case study of one class of students and their professor. The study was based on the premise that preservice teachers need experience-based learning opportunities in the classroom in order to acquire a practical teaching pedagogy and knowledge base. As the study progressed, it became not just an observer's account of another teacher, but a self-reflective and open-ended research narrative. The issue of the researcher's subjectivity became an important dimension of the work. Unless the researcher understood herself in relation to the study, there was no basis for judging alternatives, initiating change, and responding to students' needs in the learning process. Autobiography became a link between theory and practice in the dual roles of teacher and researcher. It played a role by allowing the researcher to make sense of experience after the fact. | [FULL TEXT]

McCarthey, Sarah J. (1992).  Teachers' Changing Conceptions of Writing Instruction. 

A study examined the changing conceptions about the writing instruction of three teachers who participated in the Teachers College Writing Project. Three New York City elementary school teachers were selected from a larger sample of 10 teachers who participated in a larger study of the same project. The teachers were selected because they had incorporated at least some of the strategies of the Writing Project into their teaching. Teachers participated in interviews three times over a 2-year period. Results indicated that all three teachers changed their ideas about the teacher-student relationship, the goals and purposes of writing, and their pedagogy in ways that were consistent with the Writing Project philosophy. However, influenced by their prior experiences with writing instruction, the teachers changed in different ways and to different degrees. Findings support the effectiveness of a particular staff development project, while demonstrating differences in teachers' understandings. (Thirty references are attached.) | [FULL TEXT]

McCarthy, Cameron (1990).  Multicultural Education, Minority Identities, Textbooks, and the Challenge of Curriculum Reform.  Journal of Education, 172, 2. 

Argues that multicultural curricula are appropriate, given the percentage of minority youth in urban school systems. Notes that most textbooks still marginalize women and minorities and that most academic core curricula, being Eurocentric, alienate minority youth.

McCarthy, Cameron, Ed.; Crichlow, Warren, Ed. (1993).  Race, Identity and Representation in Education. 

This book presents 24 essays, written by scholars in the humanities and social sciences, that offer cultural and poststructural appraisals of race. The essays illustrate the range, scope, diversity, appeal, and power of work currently underway in the field. They attempt to intervene in the increasingly acrimonious debate over racial inequality and educational reform. Essays and their authors are as follows: "On the Theoretical Concept of Race" (Michael Omi and Howard Winant); "The New Cultural Politics of Difference" (Cornel West); "Constructing the 'Other': Rightist Reconstructions of Common Sense" (Michael W. Apple); "Traveling To Teach: Postcolonial Critics in the American Academy" (Ali Behdad); "Racism, Sexism, and Nation Building in Canada" (Roxana Ng); "Notes on Understanding Curriculum as a Racial Text" (William F. Pinar); "White is a Color! White Defensiveness, Postmodernism, and Anti-Racist Pedagogy" (Leslie G. Roman); "Cultural Studies and/in New Worlds" (Lawrence Grossberg); "Racialization and Children" (Richard Hatcher and Barry Troyna); "Children and the Grammar of Popular Racism" (Fazal Rizvi); "Negotiating Work, Identity, and Desire: The Adolescent Dilemmas of Working-Class Girls of French and Algerian Descent in a Vocational High School" (Catherine Raissiguier); "How White Teachers Construct Race" (Christine E. Sleeter); "Technologies of Marginality: Strategies of Stardom and Displacement in Adolescent Life" (Glenn M. Hudak); "Slips that Show and Tell: Fashioning Multiculture as a Problem of Representation" (Deborah P. Britzman; And Others); "I Pledge Allegiance: The Politics of Reading and Using Educational Films" (Elizabeth Ellsworth); "Toni Morrison Teaching the Interminable" (Susan Huddleston Edgerton); "Encoding White Resentment: 'Grand Canyon'--A Narrative for Our Times" (Hazel V. Carby); "Multiculturalism and Oppositionality" (Michele Wallace); "Black Studies, Cultural Studies: Performative Acts" (Manthia Diawara); "Opposition and the Education of Chicana/os" (Laura Elisa Perez); "Decolonization and the Curriculum of English" (Patrick McGee); "After the Canon: Knowledge and Ideological Representation in the Multicultural Discourse on Curriculum Reform" (Cameron McCarthy); and "The Politics of Knowledge" (Edward Said). References follow essays. Contains an index.

McCarty, T. L. (1992).  Federal Language Policy and American Indian Education. Revised. 

In the past 25 years, American Indian education has undergone tremendous changes in both content (curriculum and pedagogy) and context (institutional framework). Centered on the issue of control, changes at both levels have resulted from a dynamic interplay between federal language policy and local initiatives. The federal Bilingual Education Act (BEA) of 1968 (Title VII) supported nearly 70 Native American projects by 1978. The Rough Rock Demonstration School on the Navajo Reservation was the first Indian-controlled school to teach through and about the Native language and culture. Title VII grants supported Rough Rock and other Navajo schools in forming a center to produce Navajo instructional materials. The program brought university courses directly to Rough Rock, facilitating the certification of large numbers of Navajo teachers. For smaller indigenous groups, bilingual programs such as the Hualapai project at Peach Springs (Arizona) public school not only improved the education of Indian children, but also halted the process of language extinction and generated major structural transformations in Indian education. BEA funds also fostered the evolution of 16 multifunctional resource centers, which have grown into a national university-based network providing training and technical assistance to Indian bilingual programs. There is now a political power base in this cadre of Indian education professionals. It is influencing local-level curricular change, tribal language policies, and federal policies. Contains 38 references. | [FULL TEXT]

McCarty, Teresa L. (1993).  Language, Literacy, and the Image of the Child in American Indian Classrooms.  Language Arts, 70, 3. 

Describes how educators at one Navajo community school are transforming assumptions about schooling for indigenous groups from a deficit model to one that views bilingualism, biculturalism, and multiculturalism as assets to be tapped. Bases the discussion on a long-term ethnographic study of the changes brought about through the implementation of bilingual whole-language pedagogy.

McClaren, Peter; Mayo, Peter (1999).  Value Commitment, Social Change, and Personal Narrative.  International Journal of Educational Reform, 8, 4. 

Inspired by Paulo Freire, Professor Peter Mayo subscribes to a value-committed sociology--an inclusive social vision that embraces social relations and human-earth relations. Critical pedagogy figures prominently in the sociology of education group within the University of Alberta's educational foundations curriculum.

McComiskey, Bruce (1995).  Teaching Composition as Cultural Studies: Pedagogy in the Aporia between Modern Harmony and Postmodern Discord. 

Recent discussions of teaching composition in the context of cultural studies have begun to consider the condition of the writing subject in society, yet these discussions construct student-writer S(s)ubject(ivitie)s at the poles of modernist-identity and postmodern-difference binary opposition that is politically problematic. The identity of the modernist Subject is defined in terms of its objective relationship to reality and its opposition to "Other" (different) subjects, and the construction of the modernist Subject is an effect of ethnocentric formulations of identity in opposition to difference. But modernist objective identity and postmodern undecidable difference are both theoretical illusions. Through cultural studies, however, scholars can realize the dialectical relationship between identity and difference in the practice of lived culture, and a cultural studies approach to teaching writing encourages student writers to construct subject positions in the aporia between this modernist-identity and postmodern-difference opposition. For instance, in a composition class students examine the banning of 2 Live Crew's album "As Nasty as They Wanna Be" in a federal district court in Florida. Students are asked to write a position statement on two essays that represent competing views of the 2 Live Crew controversy, one by Jon Pareles and one by George Will. Excerpts from student essays demonstrate the spirit of negotiation and the construction of subject positions. | [FULL TEXT]

McCormick, Kathleen (1995).  Translating Theory into Practice: Toward Developing Critically Literate Readings of Literary Texts.  ADE Bulletin. 

Considers the tension between deterministic social construction and individual autonomy of the subject in the act of reading literary texts. Develops a critical reading pedagogy that takes into account the balance between those two extremes of the dialectic of reading praxis. Illustrates the pedagogy with two concrete examples.

McCoy, Leah P., Ed. (1998).  Studies in Teaching 1998 Research Digest. Research Projects Presented at Annual Research Forum (Winston-Salem, North Carolina, December 1998). 

This collection of papers includes: "Teaching Approaches in Social Studies" (Lisa N. Andries); "Teacher Assigned and Student Generated Writing Topics" (Robert L. Barr, Jr.); "Environmental Knowledge and Concern among High School Students" (Kristin Redington Bennett); "The Use of Primary Sources in the Social Studies Classroom" (Leslie Ann Bilcheck); "Academic Integrity: Cheating and High School" (Kris Britton); "Authoritative Space: The Use of Teacher Proximity in Classroom Management" (James J. Cardo, III); "Using Media in the Secondary English Classroom: A Survey of Teachers" (Donna N. Chandler); "Involvement, Engagement, and the Dynamics of Underachievement in the High School English Classroom" (Rachel C. Childs); "Examination of Classroom Learning Environments in Tracked Biology Classes" (Erin A. Clesen); "To Whom It May Concern: Specific Audience in Student Writing" (Bart Ganzert); "Using Computer Aids to Develop Three Dimensional Visualization Skills in High School Chemistry Students" (Jeffrey S. George); "Creating Authentic Conversation in Literature Discussion: The Role of Teacher Feedback" (Mary K. Graciano); "The English Idiom: Figurative Language in the High School English Classroom" (Jeffrey Hartz); "Cooperative Learning: The Effect of Gender and Ability Grouping" (Tina Lane Heafner); "The Effects of Teacher Facial Expression and Eye Contact on Student Classroom Attitude and Participation" (Katherine M. Humphrey); "Social Studies Teachers and the Internet: Are the Teachers Using It and If So, How?" (Jeremy Kopkas); "Integrating Culture and Language in the Elementary School Foreign Language Program" (Claire W. Maddrey); "Create Active Students through Active Teaching" (Mark Makovec); "The Effects of Teacher Questioning Patterns on Classroom Discourse" (William E. Owen, Jr.); "A Feminist Pedagogy in the Mathematics Classroom" (Beth Payne); "Teacher Politeness in the Secondary English Classroom" (Jamie T. Ravenscraft); "Effective Questioning Techniques: In Theory and Practice" (Sari Rose); "The Importance of Young Adult Literature in the Secondary English Classroom" (Rhonda Faircloth Saweliew); "The Gender Bias in Science: The Missing Links" (Jeff Streeter); "The Use of Formal and Informal Language in the Science Classroom" (Jodi Wheeler); "Improving Foreign Language Instruction at the High School Level Using Early Language Techniques" (Leslie White); "Discipline Style and Teacher Personality" (Jill Wolf); and "Do Current Philosophies in Social Studies Pedagogy Have a Life in the Classroom?" (Lisa L. Yamaoka). | [FULL TEXT]

McCulloch, Myrna (1995).  America's "Spelling and Reading with Riggs": Daily/Weekly Lesson Plans, Study Guide & Syllabus, with Daily Tasks Plus (Cognitive Skills, Grammar, Composition, and Vocabulary Development). 

This 24-week Daily/Weekly Lesson Plan and Study Guide is designed to facilitate teachers'"in-the-classroom" study of Romalda Spalding's "The Writing Road to Reading," the Riggs Institute's auxiliary materials and other selected teaching aids which augment and enhance this methodology. After an introduction, the first section of the booklet presents a syllabus for a 6-semester-hour graduate and undergraduate practicum that outlines material requirements, student objectives and goals, instructional format, time frames, detailed completion requirements, 14 essay questions and an application to Southern Arkansas University. The next section of the booklet presents the 4 subdivisions of the study guide: general and instructional; chronological guide; teacher resources/reasons for use; and philosophy/pedagogy/research (assessment guide). Fold-out pages that present daily and weekly lesson plan charts and a "grammar map" are attached.

McCullough-Garrett, Alice (1993).  Reclaiming the African American Vision for Teaching: Toward an Educational Conversation.  Journal of Negro Education, 62, 4. 

Presents the results of a qualitative study of the effects of desegregation on four African-American teachers in a rural, predominantly African-American town in North Carolina. Desegregation resulted in removal of the town's school and the consequent departure of the unique presence, pedagogy, and caring of the African-American teachers.

McDade, Sharon A. (1995).  Case Study Pedagogy to Advance Critical Thinking.  Teaching of Psychology, 22, 1. 

Asserts that case studies and discussion method pedagogy are replacing lecture and small-group discussion as the primary higher-level teaching method. Describes and discusses the case study approach as a technique for teaching critical thinking skills. Presents 11 arguments for using these pedagogies.

McDermott, Ray; And Others (1996).  Waldorf Education in an Inner-City Public School.  Urban Review, 28, 2. 

Reports on the achievement of the first Waldorf public elementary school in Milwaukee (Wisconsin). Early experience indicates that Waldorf pedagogy, with its emphasis on the natural rhythms of everyday life, is an effective model for predominantly African American children in an inner city.

McDevitt, Margaret A. (1996).  A Virtual View: Classroom Observations at a Distance.  Journal of Teacher Education, 47, 3. 

Describes a technology-mediated field experience for preservice teachers built on an emerging Professional Development School network and a two-way television system. Surveys of participants in both televised and in-person observations indicated students preferred in-person observations, though very few said they observed educationally sound pedagogy in school practice sites.

McDiarmid, G. Williamson (1990).  What To Do about Differences? A Study of Multicultural Education for Teacher Trainees in the Los Angeles Unified School District. 

At the end of their initial year in the Teacher Training Program of the Los Angeles Unified School District, teacher trainees attend a series of presentations entitled Multicultural Week. This paper analyzes the content of the presentations and the teachers' views of stereotypes and of teaching culturally diverse children both before and after the multicultural presentations. The presentations appear to have little effect on how teachers think about these issues. Questions are raised about the content and pedagogy of multicultural programs. (27 references) | [FULL TEXT]

McDiarmid, G. Williamson; Price, Jeremy (1990).  Prospective Teachers' Views of Diverse Learners: A Study of the Participants in the ABCD Project. Research Report 90-6. 

Using data from pre- and postprogram questionnaires and interviews, the study describes the views that a group of 17 student teachers drawn from 5 Michigan universities hold of culturally diverse learners both before and after a 3-day workshop intended to influence their views. The study found that the multicultural presentations had little effect on students' beliefs--about the capabilities of learners labelled "high" and "low" ability, about the use of stereotypes in making teaching decisions, or about providing genuinely equal opportunities to learn challenging and empowering subject matter. It is suggested that teacher educators may need to rethink both the content and pedagogy of opportunities to learn about teaching culturally divers learners. The appendixes include: (1) The ABCD (Accepting Behavior for Cultural Diversity) for Teachers Training Schedule; (2) Description of the ABCD Sample; (3) Examples of Pre- and Postprogram Responses to Scenario #2. | [FULL TEXT]

McDonald, James C. (1990).  The Research Paper and Postmodernist Pedagogy. 

The freshman research paper is the most institutionalized writing assignment in the academy, with the possible exception of the dissertation, and the research paper in general (of which the dissertation may be a species) is the most institutionalized genre of student writing, at least in the humanities. First, the research paper is the most time-consuming assignment of the semester and includes a variety of involvement of library staff, writing centers, teaching assistants training programs, and even regional accrediting associations. Additionally, there is little theoretical discussion of the research paper of any kind in professional publications, only articles discussing methods to help students avoid plagiarism. The research paper, based on current-traditional rhetorical and epistemological assumptions, is merely an exhaustive exercise in reporting information which precludes other rhetorical perspectives. Writing instructors need to become aware of pedagogies informed by post-modernism which can transform the genre of the research paper to help students become better readers, researchers, thinkers, and writers. (Thirty-nine references are attached.) | [FULL TEXT]

McDonald, Joseph P. (1993).  Three Pictures of an Exhibition: Warm, Cool, and Hard.  Phi Delta Kappan, 74, 6. 

Describes several ways to view senior exhibits at an urban high school employing the Coalition of Essential Schools'"graduation by exhibition" assessment method. The coalition advocates a pedagogy combining a personalized, caring environment with a focus on student production. Judges must balance warm regard with cool, critical appraisal and "hard" standards based on validity, reliability, and equity. (11 references)

McDonald, Robert L. (1992).  Interview with Gary Tate.  Composition Studies/Freshman English News, 20, 2. 

Discusses Gary Tate's career as a teacher of writing and as an administrator and scholar in the field of composition. Includes questions and responses concerning pedagogy, the state of contemporary composition research, composition publishing, and the changing status of the teaching of writing.

McDonald, Susan (1998).  Popular Legal Education in Downtown Santiago.  Convergence, 31, 1-2. 

Freirean and feminist pedagogies and popular education inform the methodology of a Chilean nongovernmental organization that offers alternative legal services.

McEvoy, Sean (1991).  The Politics of Teaching Shakespeare.  English in Education, 25, 3. 

Considers the literary achievement of William Shakespeare and specifically why he continues to hold such an honored and sanctified position in the literary canon. Proposes a theoretically informed, politically aware pedagogy by which Shakespeare might be more usefully taught.

McFadden, Mark G. (1996).  "Second Chance" Education: Accessing Opportunity or Recycling Disadvantage?  International Studies in Sociology of Education, 6, 1. 

Reports on an ethnographic project examining an Australian program designed to provide homeless adolescents with access to secondary education. Focuses on the relationships among groups of students within the program and explores the way that education can either reinforce disadvantage or offer access to opportunity.

McFarland, Katherine P. (1999).  Cultural Pluralism: The Search for a Theoretical Framework. 

This paper addresses the need for teachers to begin with a theoretical framework that prepares them to handle the realities of working with cultural, economic, and language minority students. Two perspectives of cultural pluralism (multicultural education and critical pedagogy) provide such a framework. Although multicultural education lacks a consensual definition and theoretical framework for analysis, it offers much to the content and process of schooling, especially cultural pluralism. Critical pedagogy presents a more in-depth perspective on the structural and contextual forces that impact the educational experiences of students within a culturally pluralistic classroom. It explains how power and politics interact to reinforce social inequalities in the classroom. This perspective views public education as a mechanism that perpetuates the problem of some students making it in the system while others fail, with the classroom becoming the arena that marginalizes such students. Within the context of total school reform, multicultural education and critical pedagogy can overlap. Both help explain how schools cater to the status quo; advocate for students to become critical thinkers capable of examining their own life circumstances to better control their own destinies; and address cultural pluralism within the context of teacher preparation. This framework addresses the needs of both educators and students within the context of schooling. | [FULL TEXT]

McGann, Patrick (1997).  "Well, Think Again!": Remarking on Grading, Subject Positions, and Writing Pedagogy.  Composition Studies/Freshman English News, 25, 2. 

Examines how assessment is constructed and understood, i.e., some of the conflicting subject positions writing instructors occupy when in the throes of grading. Suggests that "teacher selves" affect the act of grading, but so too do the subject positions of "student selves," namely, unconscious and/or superficial factors.

McGee, Rob (1998).  Library Resource-Sharing in the Network-Centric World. 

This paper discusses changes in services, technology, and organization as libraries prepare to enter the "network-centric library world." Part 1 addresses the transition from the analog era to the digital age, and the convergence of libraries and education, including opportunities for library leadership in Internet access, digital literacy, and digital pedagogy. A technology vision for libraries in the digital age is presented in Part 2, covering the following topics: a vision for readers' access to information in all formats; the library automation industry in 1998; goals and objectives of library information strategies in the digital age; implications of interactive television for home access to the Internet, including "couch potato interfaces" that are easier to use than automated library systems; feasible goals for library technology, including graphical user interfaces, access to digital information resources, and connection to the Internet; a vision for public access to information in all formats from the library's point of view; and a vision from the user's point of view for use of information technology in the library. Part 3 describes the network-centric digital library world and library resource-sharing. Figures include a list of key technologies/services to be considered for libraries, information infrastructure diagrams, and an outline of possibilities for library resource-sharing. | [FULL TEXT]

McGinley, William; Kamberelis, George (1993).  "Maniac Magee" and "Ragtime Tumpie": Children Negotiating Self and World through Reading and Writing. 

A study examined the effect of an alternative language arts program designed to encourage children to take up reading and writing in ways that they find personally, socially, and politically relevant. Throughout a school year, the development of the alternative language arts program in a third/fourth grade classroom in an urban school was documented. Extensive case studies were conducted on five children in the classroom. Data included: classroom observation; field notes; children's stories, poems, essays, and reading response journals; and in-depth conversational interviews that focused on the audiences and functions of the children's reading and writing. Results demonstrated the many different ways in which the children used reading and writing as vehicles for personal, social, and political exploration. Results also documented how particular children constructed their own unique repertoires of reading and writing functions--repertoires that reflected the interests, needs, and issues most central to their individual sensibilities and life histories. Findings suggest: (1) educators need to question viewing comprehension and production of the conceptual content of written texts as the primary functions of reading and writing; and (2) relocating classroom literacy activities within the concrete exigencies of children's lives seems to hold promise for the development of new and more productive forms of literacy pedagogy. (Five tables of data and two figures presenting student writing samples are included; 86 references, a taxonomy of personal, social, and political functions of reading and writing, and eight samples of student writing are attached.) | [FULL TEXT]

McGinnis, J. Randy; And Others (1997).  The Assessment of Elementary/Middle Level Teacher Candidates' Attitudes and Beliefs about the Nature of and the Teaching of Mathematics and Science. 

This paper describes the use of a valid and reliable instrument, Attitudes and Beliefs about the Nature of and the Teaching of Mathematics and Science, that measured teacher candidates' attitudes and beliefs. Data was collected from students (N=1,128) in mathematics, science, or pedagogy undergraduate college classes taught in higher education institutions in Maryland. Findings from the data indicate that attitudes toward learning mathematics and science as well as beliefs about mathematics and science did not significantly change during the year in which the survey was administered. The teacher candidates' beliefs about teaching mathematics and science did improve significantly in the second semester while other students' attitudes toward learning to teach mathematics and science dropped in the second semester. In addition to these findings the data assists in constructing a statewide landscape of what undergraduate teacher candidates feel and believe about mathematics and science and the teaching of those disciplines before they enter the methods and student teaching components of their teacher education program. The survey instrument is also included. Contains 38 references. | [FULL TEXT]

McGinnis, J. Randy; Nolet, Victor W. (1995).  Diversity, The Science Classroom, and Inclusion: A Collaborative Model Between the Science Teacher and the Special Educator.  Journal of Science for Persons with Disabilities, 3, 1. 

Presents an argument for the collaboration of science educators and special educators based on a new collaborative model that recognizes the critical importance of the science context in determining appropriate pedagogy for students with disabilities. Contains 11 references.

McGinnis, J. Randy; Parker, Carolyn (1999).  Teacher Candidates' Attitudes and Beliefs of Subject Matter and Pedagogy Measured throughout Their Reform-Based Mathematics and Science Teacher Preparation Program. 

This study reports the use of a valid and reliable instrument, "Attitudes and Beliefs About the Nature of and the Teaching of Mathematics and Science," to measure teacher candidates' attitudes and beliefs about the nature of mathematics and science teaching. This paper examines how teacher candidates felt over 3 years. Teacher candidates were from the Maryland Collaborative for Teacher Preparation (MCTP), a National Science Foundation-funded undergraduate teacher preparation program for specialist mathematics and science elementary/middle school teachers. The student teachers completed the instrument in MCTP classes twice each semester for two semesters, then completed it by mail over three more semesters. The instrument had five subscales: beliefs about the nature of mathematics and science; attitudes toward mathematics and science; beliefs about the teaching of mathematics and science; attitudes toward using technology to teach mathematics and science; and attitudes toward teaching mathematics and science. Data analysis indicated that the MCTP was affecting participants' attitudes toward and beliefs about mathematics and science in the intended direction on all five subscales of the instrument. The magnitude of change was statistically significant for three of the subscales and approached significance for one other. | [FULL TEXT]

McGinnis, J. Randy; Pearsall, Marjorie (1998).  Teaching Elementary Science Methods To Women: A Male Professor's Experiences from Two Perspectives.  Journal of Research in Science Teaching, 35, 8. 

Reports on an action research study of one male science education professor's experience teaching elementary science methods to females. Presents the perspectives of co-researchers and examines what each learned about the professor's practice. Contains 97 references.

McGlynn, Angela Provitera (1992).  Teaching Tips: Improving College Instruction. 

Designed to help teachers improve instruction, this handbook provides tips gathered from focus groups of teachers and students at New Jersey's Mercer County Community College, as well as from other teaching resources. The first part focuses on the contribution of faculty-student interaction to student success, listing 21 suggestions for building rapport with students and describing 4 activities for the first day of class. This part also provides 14 tips on classroom and course management related to the contents and use of course syllabi, clarifying class and college policies, and returning tests and papers promptly and reviews strategies for dealing with the following 3 types of disruptive students: those who have side conversations during class, those who sleep or do other non-related work, and/or those who seem to lack self-discipline. The second part presents pedagogical strategies, reviewing elements of Shirley Parry's feminist pedagogy and providing techniques related to the lecture method, including student journals, minute-papers, and study-buddy groups; implementing collaborative learning; the use of modified focus group techniques in class; writing exercises to improve thinking skills; and critical thinking in the classroom. The final part addresses issues related to teaching diverse groups; presents strategies for reducing prejudice in the classroom; and provides 20 general tips for teaching students with disabilities, including hearing impaired students, visually impaired students, students who use wheelchairs, and students with learning disabilities. Contains 29 references. | [FULL TEXT]

McGlynn, Angela Provitera (1996).  Classroom Atmosphere in College: Improving the Teaching/Learning Environment. 

Focusing on problems in the teaching/learning process related to the classroom atmosphere, this book demonstrates problems related to gender bias in the classroom, discusses the implications of these and other problems, and offers suggestions for improving the teaching/learning environment. The first section describes the importance of classroom atmosphere in the teaching/learning process, highlighting research showing the effect of gender bias on the relative achievement of females and males and discussing the concept of the "chilly climate" faced by women in college classrooms. The next section focuses on creating a welcoming and inclusive classroom environment, providing tips for faculty related to building rapport with students, promoting student interaction, and encouraging student participation. Next, elements of a feminist, egalitarian pedagogy are described and strategies are provided for dealing with unequal power relationships in three areas: the relationship between students and course content, student-faculty power relationships, and student-to-student power relationships. A review is then presented of collaborative and cooperative learning and strategies are described for encouraging student interdependence, interaction, and individual accountability. Finally, the relationship between language and classroom atmosphere is discussed and strategies are presented to help faculty make the classroom more hospitable, including paying attention to classroom interaction patterns, intervening in communication patterns, and responding to males and females in similar ways. Contains 56 references. | [FULL TEXT]

McIlroy, John (1994).  Access Pedagogy and Changing Higher Education.  Adults Learning (England), 6, 3. 

Study skills are a vital part of higher education access programs, enabling students to benefit fully from the higher education experience. An integrated approach that lets students learn how to learn in context is advocated.

McInnis, Raymond G. (1995).  Why Library Schools Need To Change Their Curriculum. 

Strategic planning is not only concerned with achieving specific goals for the long-term future, but also breaks these goals into short-term intervals and continually assesses the results. Strategic planning can have an impact on how librarians, especially public service librarians, operate in academic settings. If strategic goals and programs are to succeed at institutions of higher education, all people working in areas which serve students must be familiar with these goals and skilled at implementing them. This paper looks at each of these issues. Highlights include: the pedagogy of higher education; the shift from "what" to "how" people learn; learning as a transformation in values; the 1960s movement to reform teaching/learning; student literacy in an academic culture; cultural literacy; communities of discourse; different formats of communication among discourse communities; the essential role of reading skills today; the teaching of writing; evidence that reading and writing are fundamental to inquiry; and assessment. An appendix proposes four library school courses. | [FULL TEXT]

McIsaac, Marina Stock (1993).  The Global Classroom: An International Perspective. 

This paper reports the experiences of faculty and students at Anadolu University (Turkey) who participated in Globaled, a global education, computer-mediated communication project. The project, initiated at the University of New Mexico, included faculty and students at four other American universities and those at Anadolu. The paper examines the potential of the computer to offer information to people who have traditionally been information poor by providing them with networked data through the electronic classroom setting. A case summary of the participation of Anadolu students in a Globaled pilot project in the spring of 1992 is then described. Issues that emerged as a result include pedagogy, motivation, access to information, technical difficulties, and language. The benefits of a global classroom, as identified by participants, are discussed, and questions about what networked information will be made available, for whom, and under what conditions are raised. | [FULL TEXT]

McKay, Sandra Lee (1993).  Examining L2 Composition Ideology: A Look at Literacy Education.  Journal of Second Language Writing, 2, 1. 

Three widely accepted assumptions about literacy education are discussed: (1) literacy is a social practice; (2) there exists a plurality of literacies; and (3) literacy educators must address issues of power. Implications for defining second-language composition ideology, research, and pedagogy are examined. (54 references)

McKenna, Bernard (1993).  An Annotated Bibliography of "The Journal of Technical Writing and Communication": 1990-1992.  Journal of Technical Writing and Communication, 23, 4. 

Provides an annotated bibliography of all articles published in "The Journal of Technical Writing and Communication" from 1990 through 1992. Classifies articles under five headings: The Profession, Education and Pedagogy, Preparation and Presentation of Technical Information, Research and Theory in Technical Communication, and Application of Technology to Technical Communication.

McKenna, Marian J.; Ward, Kelly (1996).  Service Learning: A Culturally Relevant Pedagogy.  Thresholds in Education, 22, 2. 

Postsecondary institutions are in a unique position to help alleviate social problems. Service learning, which integrates community service and academic study, is an active pedagogy of involvement that takes students beyond monocultural campus settings to multicultural community contexts. A University of Montana teacher-education class that places students in youth homes, the YMCA, hospitals, and schools is described.

McKinney, Bruce C., Ed. (1996).  The Carolinas Speech Communication Annual, 1996. 

This 1996 issue of the "Carolinas Speech Communication Annual" contains the following articles: "Rhetoric in the Second Sophistic, Medieval, and Renaissance Periods: Implications for Pedagogy" (Omar J. Swartz and Chris Bachelder); "Thou Art Damned: Cursing as a Rhetorical Strategy of the Accusers in the Salem Witch Trials" (Colleen E. Kelley); "Multiple Measures of Critical Thinking Skills and Predisposition in Assessment of Critical Thinking" (William E. Hanks and Karin-Leigh Spicer); "A View from Within: A Case Study of Organizational Narrative Behavior" (Patricia A. Cutspec); and "Exploring Narrative Agreement: A Potential Site for Constructing Harmony from Diversity" (Daniel D. Gross and Stephen L. Coffman). | [FULL TEXT]

McLaraen, Peter L.; Giroux, Henry A. (1990).  Critical Pedagogy and Rural Education: A Challenge from Poland.  Peabody Journal of Education, 67, 4. 

Suggests that the critical tradition in current pedagogical and curricular thought may be particularly well suited for rural schools. An interview with a leading authority on rural education in Poland examines the results of centralized technological and industrialized planning on rural Polish communities and schools. | [FULL TEXT]

McLaren, Peter (1991).  Critical Pedagogy: Constructing an Arch of Social Dreaming and a Doorway to Hope.  Journal of Education, 173, 1. 

Constructing an arch of social dreaming means developing a politics of difference that actively contests the devaluation of persons relegated as "others." In this connection, features of critical pedagogy, the role it plays in the struggle against current neoconservatism, and the importance of language are considered.

McLaren, Peter (1995).  Critical Pedagogy in the Age of Global Capitalism: Some Challenges for the Educational Left.  Australian Journal of Education, 39, 1. 

A Marxist educator argues that democracy, social justice, and identity are radically eroded by modern globalized "hypercapitalism," and that standardization and routinization of culture has had serious, unfortunate consequences for students, teachers, texts, and societies. He proposes that critical pedagogy is one means of addressing this trend.

McLaren, Peter (1998).  Revolutionary Pedagogy in Post-Revolutionary Times: Rethinking the Political Economy of Critical Education.  Educational Theory, 48, 4. 

Discusses the challenge and possibilities that the philosophy of revolutionary struggle poses for critical educators, focusing on globalization, the commercialization of education, Marxist and neo-Marxist philosophy, critical pedagogy for the new millennium, and critical pedagogy in the age of globalization.

McLaren, Peter (1998).  Life in Schools. An Introduction to Critical Pedagogy in the Foundations of Education. 

This book describes one individual's reinvention as an educator, from a liberal humanist to an advocate of critical pedogogy. It examines relationships between schooling, the wider social relations that inform it, and historically constructed needs and competencies that students bring to schools, focusing on the social conditions of disaffected students living in public housing units under oppressive circumstances and addressing the needs of inner-city teachers. It uses the concepts of critical pedagogy to analyze the failure of inner-city schools and suggest a vision for changing schooling. The story begins with the publication of a journal documenting the individual's teaching experiences at an inner-city elementary school. Part 1, "Broken Dreams, False Promises, and the Decline of Public Schooling," documents the nature of crises in schooling and society. Part 2, "Cries from the Corridor: Teaching in the Suburban Ghetto," presents teachers' and students' daily struggles in an inner-city school. Part 3, "Critical Pedagogy: An Overview," examines the tradition of critical pedagogy and introduces general terms associated with the critical educational tradition. Part 4, "Analysis," presents additional categories and theoretical perspectives from the critical tradition, concluding with an essay on the role of teachers as social agents. Part 5, "Looking Backward, Looking Forward," provides context for furthering the analysis of critical pedagogy with respect to more recent analyses of schooling and social and political struggles, emphasizing critical multiculturalism and the politics of resistance and liberation. Its central thesis deals with the abolition of "whiteness." (Some sections contain references.)

McLaren, Peter (1999).  A Pedagogy of Possibility: Reflecting upon Paulo Freire's Politics of Education.  Educational Researcher, 28 n2 p49-54, 56 Mar 1999. 

Reviews the work of Paulo Freire, one of the first internationally recognized educational thinkers who appreciated the relationships among education, politics, imperialism, and liberation. Discusses critical pedagogy and the place of liberation as the central project of education.

McLaughlin, Daniel, Ed.; Tierney, William G., Ed. (1993).  Naming Silenced Lives: Personal Narratives and Processes of Educational Change. 

This book presents a series of autobiographical profiles that demonstrate how educational organizations often marginalize and silence different groups. The book suggests that the development and critical analysis of personal histories of those who have been silenced and denied access in schools and in society represent ways of attaching meaning, contesting inequities, and propounding change. The autobiographies profile various marginalized groups such as inner city youths, Athapaskan elders, Afro-American teachers, Navajo teachers, disabled persons, and gay and lesbian faculty. Following an introduction "Developing Archives of Resistance: Speak, Memory" (William G. Tierney), chapters include: (1) "A Framework for Hearing Silence: What Does Telling Stories Mean When We Are Supposed To Be Doing Science?" (Margaret D. LeCompte); (2) "I and Thou: Method, Voice, and Roles in Research with the Silenced" (Yvonna S. Lincoln); (3) "Beth's Story: The Search for the Mother/Teacher" (Andrew Gitlin, Beth Myers); (4) "Exploring the Teacher's Professional Knowledge" (Ivor Goodson, Ardra Cole); (5) "Personal Narratives for School Change in Navajo Settings" (Daniel McLaughlin): (6) "Self and Identity in a Postmodern World: A Life Story" (William G. Tierney); (7) "Fired Faculty: Reflections on Marginalization and Academic Identity" (Patricia J. Gumport); (8) "Self-Portraits of Black Teachers: Narratives of Individual and Collective Struggle against Racism" (Michele Foster): (9) "I'm Me Own Boss!" (Grace Mest Szepkouski); (10) "Border Disputes: Multicultural Narrative, Identity Formation, and Critical Pedagogy in Postmodern America" (Peter McLaren); and (11) "Coda: Toward the Pathway of a True Human Being" (Daniel McLaughlin). Contains references in each chapter, an index, and profiles of contributors.

McLaughlin, Milbrey W.; Talbert, Joan E. (1992).  Social Constructions of Students: Challenges to Policy Coherence. 

This study examines the question of students as context for what happens in school and the ways in which educators' subjective interpretations of the realities students bring with them to school influence every aspect of the school environment. The focus is on contemporary, nontraditional students whose academic backgrounds, families, values, or life circumstances differ from those of traditional students. Utilizing interviews and observational techniques, the study demonstrates how teachers working in different settings view the "same" student in dramatically different ways and construct different conceptions of students as learners. Findings suggest that different constructions of students within and between schools challenges the coherence of education policy. Today's teachers were not, for the most part, trained to work with today's students, and teachers who feel little support for constructing new responses to students or for rethinking classroom routines from the perspectives of today's students are more likely to persist in orthodox conceptions of pedagogy, underestimating the abilities of both contemporary students and teachers. | [FULL TEXT]

McLean, S. Vianne; Moyer, Joan E. (1997).  Educating the Child-Centred Practitioner: Innovations and Dilemmas.  International Journal of Early Years Education, 5, 3. 

Discusses broad issues surrounding the development of a more learner-centered approach to early childhood education and describes several initiatives in Australia and the United States. Examines issues of content, pedagogy, relationships, and context in the education of child-centered early childhood practitioners. Maintains that new ways of thinking about teacher education are needed.

McLeod, Julie (1998).  The Promise of Freedom and the Regulation of Gender--Feminist Pedagogy in the 1970s.  Gender and Education, 10, 4. 

Examines some of the orthodoxies of 1970s feminism, specifically the claims and promises of feminist educational reforms in Australia and the pedagogies they inspired. The feminist classroom of that era was planned as an antidote to social wrongs and a place to regulate students' gender identity formation.

McLeod, Susan H. (1997).  Notes on the Heart: Affective Issues in the Writing Classroom. 

The most used model for empirical research on the writing process is based on cognitive psychology and does not take into account affective phenomena, although it has long been recognized that affect (that is, the noncognitive aspects of mental activity) plays a large role in writing and learning to write. To understand the complete picture, it is necessary to explore how cognitive, affective, and social elements interact as people write. A group of students are followed through a semester of writing assignments. Their progress is tracked and the affective elements relevant to their writing are examined. Suggested definitions for terms in the affective domain are provided. To provide a narrative structure, a simulated semester has been constructed which condenses the year and a half of the study into one semester and creates a class that is a composite drawn from seven classrooms over 3 semesters. The book's discussions of pedagogy, while meant to have practical value, are suggestive rather than prescriptive--the goal is to help teachers see their practice in a new way. Of particular interest is the discussion of teacher affect/effect. Both the issue of the "Pygmalion effect" (students becoming better because the teacher believes they are) and the more common opposite, the "golem effect" (students becoming less capable because their teachers view them that way) are considered.

McLoughlin, Catherine (1995).  Tertiary Literacy: A Constructivist Perspective.  Open Letter, 5, 2. 

Argues for the adoption of a literacy pedagogy to enable tertiary level students from different language backgrounds to access expository text. The article describes the outcomes of a project exploring whether college freshmen from different language backgrounds had appropriate strategies and awareness levels to understand and retain ideas from science texts. (39 references)

McLoughlin, Catherine; Oliver, Ron (1998).  Maximising the Language and Learning Link in Computer Learning Environments.  British Journal of Educational Technology, 29, 2. 

Discusses the social role of the computer and the use of computers to facilitate learning through language. Highlights include computer use in education; learning as a communicative, social process; social cultural theory; interaction and learning; didactic/communicative pedagogy; social interaction and higher-order learning; facilitating learning around computers; maximizing the language dimension; and computer-assisted learning through dialog.

McNabb, Mary L.; Smith, Sylvia (1998).  Proximal Instruction Strategies and Assessment Tools for Managing Performance-Based Learning. 

This paper reports on two research studies. The first study investigates teachers monitoring strategies during computer-assisted composition instruction. The findings reveal four principles underlying a strategic, proximal instruction process. The four principles are collaborative assessment, guided practice, instructional branching, and learner self-monitoring skills development. The computer is described as a cognitive tool supporting and facilitating teachers' active involvement in students' writing process, which represents a change in the traditional process-writing pedagogy that focuses on the analysis of students' writing products. The second study reports on a related issue concerning the design of electronic performance-based assessment systems. The findings are a set of guidelines instructional designers and educators can use in planning for the use of electronic assessment systems. Both studies point to the need for technological solutions to provide efficient, valid, and reliable information to teachers and learners in order to enhance the instructional processes that accompany active, engaged learning experiences. Two figures illustrate: a common interaction pattern between teacher, students, and peers in a computerized learning environment; and the proximal instruction model. A table diagramming the guidelines for management of performance-based assessment and an appendix outlining the guidelines formed in the second study are also included.   | [FULL TEXT]

McPherson, Bruce; Fowler, Nancy (1992).  Making Connections: Writing and Emotion.  Writing Instructor, 12, 1. 

Claims that despite the fact that writing research has drawn extensively on cognitive processes, little research has been done to describe the role that the unconscious and emotions play in the writing process. Offers a pedagogy designed to enable students to draw writing energy from the realm of the unconscious.

McWilliam, Erica (1996).  Seductress or Schoolmarm: On the Improbability of the Great Female Teacher.  Interchange, 27, 1. 

Explores the relation between gender and pedagogy, examining the importance of gendered bodies in the construction of the great teacher as a cultural phenomenon. The paper discusses the gendering of the slippage between great and abusive pedagogy, investigating whether male diction must become malediction when women instigate powerful pedagogical events.

McWilliam, Erica; Palmer, Patrick (1995).  Teaching Tech(no)bodies: Open Learning and Postgraduate Pedagogy.  Australian Universities' Review, 38, 2. 

The emergence of open education at the level of graduate study, characterized by more individualized study, distance education, and increased use of technology, is changing the roles and relationship of teacher and student. It will become increasingly important to acknowledge these changed physical boundaries and adjust teaching accordingly.

Meade, Anne; And Others (1995).  Competent Children and Their Teachers: Learning about Trajectories and Other Schemas. A Report from the Action Research Component of the Competent Children Longitudinal Research Project. 

This study examined curriculum change involving teacher development based on the intellectual development of teachers, parents, and children by means of the theory of schema development. The paper describes constructivist pedagogy and schema and their importance for young children's learning, then reports on a qualitative study of over 300 children in charted childcare centers, family day care, kindergartens, and playcenters that was conducted along with a telephone survey of parents throughout the Wellington (New Zealand) region. Two centers were chosen for the intervention component of the project to observe differences between children attending the schema and comparison centers. Ten schema children's artistic endeavors or actions were examined. The findings show that the schema children had higher scores in all of the "be-ing" competencies, "doing" competencies, and intrapersonal competency. There was an especially big difference in intrapersonal competency between the schema children and comparison children. The fact that children learn from materials and equipment as well as by interacting with their peers and teachers suggests that teachers need to change curriculum content in terms of curriculum processes. | [FULL TEXT]

Mednick, Fred (1999).  Worldwide Perspectives on the Educated Teen for the 21st Century. 

This study examined abilities and conditions necessary to educate teens for the 21st century, surveying teachers worldwide on: characteristics necessary to meet 21st century challenges; opportunities and challenges to realizing those characteristics; beliefs about teaching practice and curriculum design; visions of an educated teen; and beliefs about learning communities serving teens. The study also examined related literature, global reports, and proceedings from two conferences developed around the survey. Teachers believe students need a broad liberal arts education combined with specialized skills, real-world learning experiences, habits of mind, and habits of the heart. They recommend new forms of pedagogy emphasizing interpersonal relationships, improved teacher training, and enhanced multiculturalism. They believe that educated teens need involvement in communities, teachers need training in new developments in pedagogy and learning, and schools must create learning environments for all students. Conference participants have similar beliefs about appropriately educated teens. Educators emphasize the need for whole-systems change in education, which requires access to information and worldwide teacher collegiality. They feel that durable reform must reside and thrive in indigenous culture and community yet allow for access to worldwide best practices, and that transformational leadership is a necessary catalyst for educational reform. | [FULL TEXT]

Meehan, Teresa M.; And Others (1995).  The Implications of "First Language Acquisition As a Guide for Theories of Learning and Pedagogy" in a Pluralistic World.  Linguistics and Education, 7, 4. 

The value of James Gee's (1994) analysis of first-language acquisition as a guide for theories of learning and pedagogy is that it initiates a serious discussion of learning based upon the most effectively studied developmental mastery--language. This commentary argues that this approach underestimates the roles of diverse symbol systems and scaffolding. (42 references)

Meglin, Joellen A.; And Others (1994).  Dance Dynamics: Gender Issues in Dance Education.  Journal of Physical Education. 

Seven articles present gender issues from a variety of perspectives, discussing a gender fair dance education program in Australia, gender issues in dance history pedagogy, women and dance performance, encouraging male participation in dance, using West African dance to combat gender issues, and gender issues across the curriculum.

Meier, Ardith J. (1997).  Teaching the Universals of Politeness.  ELT Journal, 51, 1. 

Argues that research invoking Brown and Levinson's theory of politeness in order to determine "rules of politeness" should not form the basis of the teaching of "politeness phenomena" in foreign- and English-as-a-Second-Language pedagogy. Maintains that a refocusing is called for that views politeness as appropriateness, a view having implications centering on cultural awareness-raising. (45 references)

Meira, Luciano, Ed.; Carraher, David, Ed. (1995).  Proceedings of the Annual Conference of the International Group for the Psychology of Mathematics Education (19th, Recife, Brazil, July 22-27, 1995), Volume 3. 

This proceedings of the annual conference of the International Group for the Psychology of Mathematics Education (PME) includes the following research papers: "Some Aspects of the Construction of the Geometrical Conception of the Phenomenon of the Sun's Shadow" (P. Boero, R. Garuti, E. Lemut, T. Gazzolo, & C. Llado); "Towards the Design of a Standard Test for the Assessment of the Student's Reasoning in Geometry" (A. Gutierrez & A. Jaime); "Investigating the Factors Which Influence the Child's Conception of Angle" (S. Magina); "Children's Construction Process of the Concepts of Basic Quadrilaterals in Japan" (T. Nakahara); "Spherical Geometry for Prospective Middle School Mathematics Teachers" (E.D. Obando, E.M. Jakubowski, G.H. Wheatley, & R.A. Sanchez); "Spatial Patterning: A Pilot Study of Pattern Formation and Generalization" (M.L. Taplin & M.E. Robertson); "Students' Images of Decimal Fractions" (K.C. Irwin); "Preference for Visual Methods: An International Study" (N.C. Presmeg & C. Bergsten); "Visualization as a Relation of Images" (A. Solano & N.C. Presmeg); "Cognitive Processing Styles, Student Talk and Mathematical Meaning" (N. Hall); "Listening Better and Questioning Better: A Case Study" (C.A. Maher, A.M. Martin, & R.S. Pantozzi); "Classroom Communication: Investigating Relationships between Language, Subjectivity and Classroom Organization" (J. Mousley & P. Sullivan); "Mathematical Discourse: Insights into Children's Use of Language in Algebra" (H. Sakonidis & J. Bliss); "Teaching Realistic Mathematical Modeling in the Elementary School: A Teaching Experiment with Fifth-Graders" (L. Verschaffel & E. De Corte); "Seven Dimensions of Learning: A Tool for the Analysis of Mathematical Activity in the Classroom" (S. Goodchild); "Teaching Mathematical Thinking Skills to Accelerate Cognitive Development" (H. Tanner & S. Jones); "Towards Statements and Proofs in Elementary Arithmetic: An Exploratory Study about the Role of Teachers and the Behavior of Students" (P. Boero, G. Chiappini, R. Garuti, & A. Sibilla); "Proving to Explain" (D.A. Reid); "Beyond the Computational Algorithm: Students' Understanding of the Arithmetic Average Concept" (J. Cai); "Learning Probability Through Building Computational Models" (U. Wilensky); "Algebra as a Problem Solving Tool: One Unknown or Several Unknowns?" (N. Bednarz, L. Radford, & B. Janvier);"Negotiating Conjectures Within a Modeling Approach to Understanding Vector Quantities" (H.M. Doerr); "Preferred Problem Solving Style and Its Effect on Problem Solving in an Adult Small Group Mathematical Problem Solving Environment" (V. Parsons & S. Lerman); "Proportional Reasoning by Honduran Tobacco Rollers with Little or No Schooling" (S.M. Fisher & J.T. Sowder); "Can Young Children Learn How to Reason Proportionally? An Intervention Study" (A.G. Spinillo); "A Fifth Grader's Understanding of Fractions and Proportions" (T. Watanabe, A. Reynolds, & J.J. Lo); "Participatory, Inquiry Pedagogy, Communicative Competence and Mathematical Knowledge in a Multilingual Classroom: A Vignette" (J. Adler); "Peer Interaction and the Development of Mathematical Knowledge" (K. Brodie); "Interactive Collaboration and Affective Processes in the Construction of Mathematical Understanding" (P. Howe, N. Geoghegan, K. Owens, & B. Perry); "Groupwork with Multimedia in Mathematics: The Illumination of Pupil Misconceptions from a Vygotskian Perspective" (B. Hudson); "Tell Me Who Your Classmates Are, and I'll Tell You What You Learn: Conflict Principles Underlying the Structuring of the Math Class" (L. Linchevski); "What is the Motive of Mathematics Education? An Attempt at an Analysis from a Vygotskian Perspective" (D. Neuman); "A Preliminary Report of a First-Grade Teaching Experiment: Mathematizing, Modeling and Mathematical Learning in the Classroom Microculture" (J.W. Whitenack, P. Cobb, & K. McClain); "Classroom Sociomathematical Norms and Intellectual Autonomy" (E. Yackel & P. Cobb);"A Framework for Assessing Teacher Development" (A.S. Alston, R.B. Davis, C.A. Maher, & R.Y. Schorr); "Preparing Teacher-Clinicians in Mathematics" (B.A. Doig & R.P. Hunting); "The Tension between Curriculum Goals and Young Children's Construction of Number: One Teacher's Experience in the Calculators in Primary Mathematics Project" (S. Groves); "Teacher Strategies and Beliefs in a Computer-Based Innovative Classroom Situation: A Case Study" (C. Kynigos & Y. Preen); "Learning to Teach: Four Salient Constructs for Trainee Mathematics Teachers" (A. Meredith); "Teachers' Mathematical Experiences as Links to Children's Needs" (H. Murray, A. Olivier, & P. Human); "Teacher Professional Growth Process and Some of Their Influencing Factors" (A. Peter); and "Teaching Mathematics as an Educational Task: Teachers' Views about Some Aspects of Their Professional Lives" (S. Vinner). | [FULL TEXT]

Meiring, Steven P.; And Others (1992).  A Core Curriculum: Making Mathematics Count for Everyone. Curriculum and Evaluation Standards for School Mathematics Addenda Series, Grades 9-12. 

The 1989 document, "Curriculum and Evaluation Standards for School Mathematics," provides a vision and a framework for revising and strengthening the K-12 mathematics curriculum in North American schools and for evaluating both the mathematics curriculum and students' progress. When completed, it is expected that the Addenda Series will consist of 22 supporting books designed to interpret and illustrate how the vision could be translated into classroom practices. Targeted at mathematics instruction in grades K-6, 5-8, and 9-12, the themes of problem solving, reasoning, communication, and connections are woven throughout the materials, as is the view of assessment as a means of guiding instruction. This book, "A Core Curriculum," is intended to provide instructional ideas and materials that will support implementation of a core curriculum in grades 9-12. The preface identifies issues that must be addressed in transition to a core curriculum as it reshapes mathematical content, pedagogy, and student assessment. Five chapters present: (1) a discussion of the changes in the nature of mathematics instruction; (2) matrices as an example of a mathematical topic now introduced in a core curriculum previously reserved for college bound students; (3) a crossover curriculum model consisting of two parallel course sequences that follow the same syllabus, including sample lessons reflecting four levels of depth appropriate for the two sequences; (4) enrichment and differentiated curriculum models for implementation of a core curriculum, including sample lessons from selected topics representative of these models; and (5) a plan for changing to a core curriculum, presenting six phases for implementation: awareness, commitment, planning, development, implementation, and evaluation. Appendices I and II present model syllabi for a crossover curriculum and a differentiated curriculum. (Seventy-eight references and an annotated bibliography of core resources are provided.)

Melenyzer, Beverly J. (1991).  Empowerment and Women in Education: A Critique of the Feminist Discourse. 

This paper reviews the dominant theoretical framework espoused by feminist writers in order to gain a deeper understanding of the distinction between feminist groups on the question of empowerment within the higher education establishment. Feminists are described as falling into three groups--liberal feminists, radical feminists and social feminists--though an alternative model sees feminist thinking as influenced either by a liberation model of pedagogy or by a gender model based on recent theories of women's development. Four major themes of empowerment are supported by these theories. The collective action and critique theme urges teachers and administrators to seek ways to work together. The gender and power theme sees the inequality and discrimination among women teachers as a gender concern which encompasses larger issues of power. The reform and feminist voice theme offers a model for feminist professionalism in opposition to masculine, mainstream visions of career advancement. A theme called caring, community, connectedness and equality emphasizes collaborative relationships. Included are 34 references. | [FULL TEXT]

Mello, Jeffrey A. (1999).  Reframing Leadership Pedagogy through Model and Theory Building.  Career Development International, 4, 3. 

Leadership theories formed the basis of a course assignment with four objectives: understanding complex factors affecting leadership dynamics, developing abilities to assess organizational factors influencing leadership, practicing model and theory building, and viewing leadership from a multicultural perspective. The assignment was to develop a profile of a fictional or actual effective leader.

Melodia, Annamarie; Blake, J. Herman (1993).  The Creative Abyss: Liberal Education and Diversity. 

College faculty and administrators can seek a multicultural campus and create a multicultural context by creating new meanings out of the varieties of exposures involved in liberal education. In order to do this the key challenge is to develop in students an understanding of and thirst for constant learning through an emphasis on pedagogy in addition to student involvement and ownership of the learning process that promotes a leap of faith into the creative abyss. Four values that shape such an approach include diversity or multiculturalism, objectivity, change as a constant, and organic community. These provide a corrective balance to the Eurocentricity of education. It also challenges the institution's and educator's sense of self. Both white and minority students challenged by liberal learning can either respond thoughtfully and be open to change or, alternatively, resist and protest any challenges to their values. Three factors for successfully transforming academic communities are: addressing student identity as students move from the familiar to the new; encouraging student involvement in ongoing dialogue and development of critical thinking skills; and fostering a sense of belonging through attentive, thoughtful faculty concern for students. Contains 12 footnotes. | [FULL TEXT]

Mendel-Reyes, Meta (1998).  A Pedagogy for Citizenship: Service Learning and Democratic Education.  New Directions for Teaching and Learning. 

As a pedagogy for citizenship, academic service learning offers students the opportunity to experience and reflect on how citizens organize to bring their communities and their country closer to democracy. The three-course Democracy Project at Swarthmore College (Pennsylvania) illustrates how this approach can be developed within a college curriculum.

Mendelson, Michael (1994).  Declamation, Context, and Controversiality.  Rhetoric Review, 13, 1. 

Argues that two features of Roman declamatory exercises merit scrutiny by contemporary scholars and teachers of composition: the contextual nature of the fully developed declamatory case, and the insistence that orators explore the opposing positions that surround an actual argument.

Mendoza, Louis (1995).  Ethos, Ethnicity, and the Electronic Classroom: A Study in Contrasting Educational Environments. 

To maximize the level of comfort that will facilitate an equal exchange of ideas instructors need to tailor their pedagogy to fit their audience. That means they must consider the extent to which their students have been exposed to computers. The University of Houston-Downtown (UHD) has a high percentage of "non-traditional" students. Students in composition classes taught there bring a great deal of real world experience, but that real world experience does not necessarily include computer exposure. Consequently, a computer-centered pedagogy requires special attention to factors such as different degrees of experience, technophobia, and outside-of-the-classroom access to computers, in order to understand the ways they impinge on academic performance and self-image of students in the classroom. An informal survey of students in a composition course showed that of the minority students, only 25% owned a computer and all of these considered themselves to be middle-class. Of the 75% who did not own a computer, about half considered themselves lower-income and the rest were lower middle and middle class. Still, the benefits of computer assisted instruction are great. Computers are especially useful in challenging students to examine their positions on sensitive or controversial social issues. Students often prefer electronically based discussions because they suspend the social dynamics of interpersonal communication, such as eye contact, shyness, and body language. | [FULL TEXT]

Mercado, Carmen I. (1993).  Caring as Empowerment: School Collaboration and Community Agency.  Urban Review, 25, 1. 

Describes the collaborative pedagogy, learning, and research of a teacher and a researcher and how their activities lead to affirmation and empowerment for their students who are Latino and Afro-Caribbean American. Also examines moral and ethical issues and tensions inherent in collaborative learning and research.

Mergendoller, John R. (1996).  Moving from Technological Possibility to Richer Student Learning: Revitalizing Infrastructure and Reconstructed Pedagogy. Section 4: Grading the Policymakers' Solution.  Educational Researcher, 25, 8. 

Considers the issues policymakers must confront if they intend to use technology as a means of raising educational quality in America's schools. Explores competing investment priorities and the necessary alterations in pedagogy, classroom management, and the role of the teacher.

Merideth, Emily (1994).  Critical Pedagogy and Its Application to Health Education: A Critical Appraisal of the Casa en Casa Model.  Health Education Quarterly, 21, 3. 

Casa en Casa, a popular education project of an Oakland, California, community health clinic, has two key weaknesses: volunteers received little orientation to the role of health promoter, and promoters were given content knowledge without development of the skills needed to use it.

Merriam, Sharan B., Ed. (1995).  Selected Writings on Philosophy and Adult Education. Second Edition. 

This book contains 27 essays on the philosophical foundations of adult education: "Cultural Studies in Adult Education" (Sir Richard Livingstone); "The Conflict in Education" (Robert M. Hutchins); "The Student and the University" (Allan Bloom); "Experience and Education" (John Dewey); "For Those Who Need to Be Learners" (Eduard C. Lindeman); "The Adult, His Society, and Adult Education: An Overview" (Paul Bergevin); "The Design of Education" (Cyril O. Houle); "The Steep and Thorny Way to a Science of Behaviour" (B. F. Skinner); "Employee Training" (Leonard and Zeace Nadler); "The Interpersonal Relationship in the Facilitation of Learning" (Carl R. Rogers); "Adult Education and Worldview Construction" (Leon McKenzie); "Learning and Change" (Peter Jarvis); "Conclusion: Toward Transformative Learning and Emancipatory Education" (Jack Mezirow); "Pedagogy of the Oppressed" (Paulo Freire); "The Common Concern: Controlling the Professionalization of Adult Education" (Arthur L. Wilson); "The Contribution of Critical Theory to Our Understanding of Adult Learning" (Michael R. Welton); "The Political Economy of Literacy in the Third World" (Frank Youngman); "toward a revolutionary feminist pedagogy" (bell hooks); "Feminism and Adult Learning: Power Pedagogy, and Praxis" (Elizabeth J. Tisdell); "Gender and the Curriculum of Adult Education" (Sue Blundell); "Subsistence Knowing" (Mechthild U. Hart); "Putting Ourselves into the Place of Others: Toward a Phenomenology of Imaginary Self-Transposal" (Herbert Spiegelberg); "Phenomenological Perspectives: Some Implications for Adult Education" (Michael Collins); "Lifelong Learning: A Phenomenology of Meaning and Value Transformation in Postmodern Adult Education" (Sherman M. Stanage); "Adulthood and Education" (R. W. K. Paterson); "The Concept of Educational Need: An Analysis of Selected Literature" (Maurice L. Monette); and "Equal Rights, Equal Opportunity, and Equal Chance" (Kenneth Lawson). Each selection is prefaced by a brief biographical sketch of its author and introductory comments. Some essays include substantial bibliographies.

Merryfield, Merry M. (1998).  Pedagogy for Global Perspectives in Education: Studies of Teachers' Thinking and Practice.  Theory and Research in Social Education, 26, 3. 

Examines multiple perspectives on current classroom practice in global education, including those of master teachers, practicing teachers, and preservice teachers. Notes some commonalities and differences of theories and practice across the three groups. Argues that the theories and practices of teachers can and should inform conceptual scholarship on global education.

Merttens, Ruth, Ed.; Vass, Jeff, Ed. (1993).  Partnerships in Maths: Parents and Schools, The IMPACT Project. 

The IMPACT Project is a parental involvement initiative originating in London, England. This book aims at a kaleidoscopic approach reflecting a variety of perspectives on the work in this project over five years. Chapters are grouped according to particular aspects of parental involvement. Part I, "Starting IMPACT," contains only one chapter: "IMPACT: Pride, Prejudice and Pedagogy: One Director's Personal Story" (Ruth Merttens). Part II, "Doing IMPACT," contains five chapters: "IMPACT and the Early Years Classroom" (Chris Tye), "Maths in My Home" (Sue Hunter), "A Probationer's Year on IMPACT's Probationary Year" (Kerry Carrie), "IMPACT: A Parent's Personal Perspective" (Sylvia Harrison), and "IMPACT: Does It Really Make a Difference? A Teacher's Personal View" (Linda Calvert). Part III, "Supporting IMPACT," contains five chapters: "IMPACT: A Humberside Perspective" (Alwyn Morgan and Paul Tremere). "IMPACT in the Urban Authority" (David Brostow), "IMPACT: Changes in a Support Teacher's Role" (Margaret Williams), "Child-Centeredness, IMPACT and the National Curriculum" (Ian Lewis), and "IMPACT at the Core of the Curriculum: The Work of a Primary Maths Adviser in the New Era" (David Owen). Part IV, "Research in the Area," contains five chapters: "Parents in the New Era: Myth and Reality?" (Martin Hughes, Felicity Wikeley, and Tricia Nash), "Parental Partnerships: Comfort or Conflict?" (Richard Border and Ruth Merttens), "IMPACT and Cultural Diversity" (Deborah Curle), "Practising Mathematics Education: A Context for IMPACT (Lin Taylor and John Smith), and "IMPACT In-Service Training: A View from the Centre of the Web" (Ruth Merttens). Part V, "Reflections," contains six chapters: "Parental Involvement from Policy to Practice: An Education Officer's View" (Tim Brighouse), "Special Needs, Parents and the Education Reform Act" (Gary Thomas), "Participation, Dialogue and the Reproduction of Social Inequalities" (Andrew Brown), "Marginal Dialogues, Social Positions and Inequity in Rhetorical Resources" (Jeff Vass), "Family Math in Toronto" (Peter Saarimaki), and "Including Parents: The Dynamics of Resistance" (Dorothy Hamilton and Deryck Dyne). | [FULL TEXT]

Meskill, Carla; Swan, Karen (1995).  Roles for Multimedia in the Response-Based Literature Classroom. Report Series 2.24. 

To investigate whether and how commercial software products for literature do or could complement response-based pedagogy, an extensive review of existing applications was undertaken. Teams of language arts teachers, both preservice and inservice, met weekly to initially discuss and share observations regarding the potential of multimedia to support and enhance response-based approaches to the teaching and learning of literature. Preparation for weekly discussions entailed reading research from both the multimedia and response-based literatures, and examining multimedia applications across content domains. This approach was based on the belief that building up a sense of multimedia's potential was best achieved by first establishing general knowledge as to what the technology is capable of, and using this as a point of departure for participants to envision what response-based multimedia would ideally look like. That is, the researchers did not want teachers' attitudes toward multimedia and the teaching of literature to be influenced either positively or negatively by first examining literature applications. On the contrary, the researchers wanted the teachers to dream freely. A total of 49 multimedia applications for literature were reviewed by teacher/reviewer teams--24 applications were designed for elementary students, 25 for secondary. Through this process, teachers developed a list of desirable features for their ideal applications. Results, which were copious, were divided under headings on critical issues and "desiderata" (which lists 11 features that teachers would desire in multi-media services). | [FULL TEXT]

Metzger, Elizabeth; Bryant, Lizbeth (1993).  Portfolio Assessment: Pedagogy, Power, and the Student.  Teaching English in the Two-Year College, 20, 4. 

Offers a brief history of portfolio assessment, addresses question teachers should consider when implementing portfolios, and gives a classroom scenario using portfolios. Describes the impact of portfolio grading on students, discussing power issues and student attitudes, and increasing student power.

Metzger, Margaret (1998).  Teaching Reading: Beyond the Plot.  Phi Delta Kappan, 80, 3. 

To help reluctant high school readers, a ninth-grade teacher modified a pedagogy called the Socratic Seminar (the Paedeia Approach) based on the work of Mortimer Adler and Dennis Gray. A Socratic Seminar is a focused discussion on a short piece of writing. The process is explained.

Mewborn, Denise S. (1999).  Reflective Thinking among Preservice Elementary Mathematics Teachers.  Journal for Research in Mathematics Education, 30, 3. 

Studies four preservice elementary teachers during a field-based mathematics methods course to investigate elements of mathematics teaching and learning that teachers found problematic and how they resolved those problems. Concluded that teachers exhibited concerns about classroom context, pedagogy of mathematics, children's mathematical thinking, and mathematics content. Indicates the relationship between teachers' locus of authority and the reflective quality of their thinking. Contains 33 references.

Meyen, Edward L., Ed.; And Others (1993).  Educating Students with Mild Disabilities. 

The book contains 19 papers from the journal, "Focus on Exceptional Children," that discuss new perspectives and practices in educating students with mild disabilities. The first half of the book is titled "New Perspectives" and includes the following articles: "Beyond the Regular Education Initiative/Inclusion and the Resource Room Controversy" (Glenn Vergason and M. L. Anderegg); "The Effects of Cultural and Linguistic Variables on the Academic Achievement of Minority Children" (Joseph Whitaker and Alfonso Prieto); "Motivation and Mildly Handicapped Learners" (Teresa Mehring and Steven Colson); "General Education Collaboration: A Model for Successful Mainstreaming" (Richard Simpson and Brenda Smith Myles); "A Collaborative Model for Students with Mild Disabilities in Middle Schools" (Alan White and Lynda White); "Rethinking Secondary School Programs for Students with Learning Disabilities" (Naomi Zigmond); "Employment as an Outcome for Mildly Handicapped Students: Current Status and Future Directions" (Eugene Edgar); "Developing Self-Regulated Learners" (Steve Graham and others); "An Instructional Model for Teaching Learning Strategies" (Edwin Ellis and others); and "Academic Behavior and Grades of Mainstreamed Students with Mild Disabilities" (Lee Ann Truesdell and Theodore Abramson). The second half, "New Practices," includes the following: "Linking Assessment, Curriculum, and Instruction of Oral and Written Language" (Caren Wesson and others); "Curriculum-Based Measurement and Problem-Solving Assessment: Basic Procedures and Outcomes" (Mark Shinn and Dawn Hubbard); "Comprehensive Curriculum for Students with Mild Disabilities" (Edward Polloway and others); "Whole Language and Learners with Mild Handicaps" (Carol Westby); "Teaching Reading to Learning Disabled Students: A Review of Research-Supported Procedures" (Steve Graham and LeAnn Johnson); "The Foxfire Pedagogy: A Confluence of Best Practices for Special Education" (E. Eugene Ensminger and Harry Dangel); "Teaching Students with Learning Problems in Math" (Cecil Mercer and Susan Miller); "Techniques for Mediating Content-Area Learning: Issues and Research" (Edwin Ellis and B. Keith Lenz); and "Effective Mathematics Instruction: Development, Instruction, and Programs" (John Wills Lloyd and Clayton Keller).

Meyenn, Bob; Parker, Judith; Maher, Katie (1998).  Come Along Then the Naughty Boys: Perspectives on Boys and Discipline. 

This paper offers an analysis of the complexity of the interrelationship of boys, schooling, and the construction of identity. Boys often respond to cultural cues, and teachers' management strategies cannot be used in isolation from the larger social context in which boys are situated. Insights from literature and research should form the explanatory framework, thus serving as the discourse from which meaning is adduced. However, teachers continuously stereotype boys' behavior and unknowingly exhibit power relations in pedagogy that take the form of surveillance, normalization, exclusion, classification, distribution, totalization, and regulation. Such behavior reveals inadequacies in teacher-education programs, and it is important that teachers be given evidence of flawed pedagogies. Teachers need information on bullying and violence, and they should be taught to interrogate the debate on boys and schooling so that they can make informed decisions. All of this has implications for teacher-education programs, many of which do not adequately prepare teachers to cope with increasing diversity in schools. Such programs should be reconceptualized so that they are embedded in connectedness rather than in categorization. | [FULL TEXT]

Meyer, Karen (1998).  Reflections on Being Female in School Science: Toward a Praxis of Teaching Science.  Journal of Research in Science Teaching, 35, 4. 

Questions the phenomenon and the implications of being female in school science through girls' and young women's stories interwoven with a narrative from the author, a female researcher in science education. Discusses several directions within teaching that interpret bell hooks' engaged pedagogy which emphasizes a commitment to self-actualization and well being for both teacher and student.

Meyer, Lisa (1996).  The Contribution of Genre Theory to Theme-Based EAP: Navigating Foreign Fiords.  TESL Canada Journal, 13, 2. 

Utilizes genre theory to illuminate issues of debate in theme-based English for Academic Purposes (EAP) pedagogy, including program goals and course design and content. The article argues that EAP instructors cannot teach students skills required for all their future content courses, but can impart strategies to cope with community expectations. (50 references)

Meyers, Mary, Ed. (1995).  The Symposium on Integration Issues. 

This symposium of the ad hoc committee on integration of the Ontario (Canada) Teachers of English as a Second Language (TESL) reports educators' concerns with providing adequate support for immigrant and refugee students, maintaining the integrity, voice, and visibility of ESL education in school boards, and advocating and providing guidelines for education ministry policy. The term "integration" in this case refers to the practice of providing adequate and appropriate programs for students with special language and/or literacy needs so they can be integrated into regular classroom instruction. The report details the specific issues discussed by the group and their stated concerns, and makes recommendations for educational provision, policy, and action. The issues and concerns include: defining "integration"; ensuring equitable treatment of all students; the role and training of international and community language instructors who may not have appropriate teaching qualifications; provisions of special education services for this population; identification of ESL students; academic risk factors for this population; leadership in program design and pedagogy; and preservice and inservice teacher education. | [FULL TEXT]

_____. (1997).  Mid-South Instructional Technology Conference Proceedings (2nd, Murfreesboro, Tennessee, April 6-8, 1997). 

Papers in this proceedings explore the theme of rethinking teaching and learning through technology. Along with general session papers that address asynchronous learning networks and the World Wide Web as a classroom without walls, the document contains papers in the following eight tracks: (1) Assessing the Effectiveness of Technology in Teaching and Learning, including evaluation of a notebook computing project, evaluation of three educational online delivery approaches, and return on instructional technology investment; (2) Distance Learning/ITV (Interactive Television), including training faculty to teach via two-way ITV, converting a desktop video conferencing system to classroom use, designing the computer-mediated conference, and hardware/software to support distance learning; (3) Faculty Development, including getting faculty and technology together, master classrooms at Middle Tennessee State University (MTSU), meeting faculty training needs in instructional technology, and MTSU's Digital Media Center; (4) Harnessing the Web for Instruction and Research, including creating a course homepage and practical tips/strategies for finding information on the Internet; (5) Instructional Technology Case Studies, including helping faculty create course Web pages, interactive television vs. a traditional classroom setting, best case practices of technology at Eastern New Mexico University, and the nature of teaching and learning in multimedia laboratory classrooms; (6) The Internet: An Electronic Course Delivery System, including enhancing learning through electronic communication technologies, a post-Gutenberg student research project, incorporating JavaScript in a Web-based multimedia development course, using electronic media to teach on-campus courses, and trailblazing/innovation; (7) Technology and Pedagogy, including critical thinking skills in a technology-related class, the virtual global village, the high-tech humanist, and DVI (Digital Video Interaction) in multimedia post-production techniques; and (8) University/K-12 Partnerships in Instructional Technology, including children's/young adult literature on the Internet, multimedia for middle level science teachers, a multimedia training program for K-12 teachers, and the University/Public School Keypals project. Papers from a workshop and several electronic demonstrations are also included. | [FULL TEXT]

Middlecamp, Catherine Hurt; Subramaniam, Banu (1999).  What Is Feminist Pedagogy? Useful Ideas for Teaching Chemistry.  Journal of Chemical Education, 76, 4. 

Briefly describes the terms "sex,""gender,""feminism,""pedagogy," and "feminist pedagogy," and outlines a set of themes common to feminist pedagogies. Discusses practical suggestions for incorporating feminist pedagogy into chemistry teaching. Contains 20 references.

Middleton, Joyce Irene (1994).  bell hooks on Literacy and Teaching: A Response.  Journal of Advanced Composition, 14, 2. 

Comments on the interview of bell hooks in the preceding issue of the "Journal of Advanced Composition." Critiques hooks's concepts regarding audience and multicultural pedagogy.

Middleton, Sue (1991).  Towards a Feminist Pedagogy for the Sociology of Women's Education in Aotearoa, New Zealand: A Life History Approach. 

This paper is concerned with the teaching of undergraduate university courses on "women and education" or "the sociology of women's education" in the 1990s to pre-service and practicing teachers, some of whom are fearful of, or even hostile to, feminism. The paper consists of four parts: the first part presents the feminist educational theories of a New Zealand sociologist of women's education within the political circumstances of New Zealand and elsewhere from the 1980s to 1990s; the second part positions pedagogical concerns within the international discourses of sociology of education and critical pedagogy, in particular, the politics of the student's and the teacher's "voice"; the third part takes up this issue by using personal texts as a means of demonstrating how, in a university classroom, feminist teachers and their students can move between personal experiences and sociological analysis; and the fourth part discusses biculturalism, an issue of educational and political concern in New Zealand in the 1990s. It is suggested that the bicultural feminist educational theories which are being developed within the New Zealand situation have a somewhat different emphasis from feminist concerns elsewhere in the western world. Contains 74 references. | [FULL TEXT]

Middleton, Sue (1993).  Educating Feminists: Life Histories and Pedagogy. 

This book explores philosophical differences between feminist teacher-educators of the post-World War II generations and their students, who have experienced the restructured schools and recessionary environment of the "New Right." The volume reaches across boundaries and cultures with a life-history approach to women's studies, giving dimension to abstract sociological, educational, and feminist theory. The book weaves autobiography and interviews throughout the discussion of policy and pedagogy. Chapters include: (1) "A Life-History Approach to Feminist Pedagogy"; (2) "The Sociology of Women's Education as Discourse"; (3) "The Politics of Life-History Research"; (4) "Becoming a Feminist Teacher"; (5) "Academic Feminism: Living the Contradictions"; (6) "Equity Issues in the 1990s: School Administrators Speak"; and (7) "Students' Voices: Intergenerational Conversations."

Miles, Libby (1996).  Production and Consumption of Composition Textbooks: What Can We Do? 

For good or ill, textbooks are the most widespread means of disseminating theoretically-informed practices in the field of composition and rhetoric. In fact, in spite of the growing number of graduate programs concentrating on composition theory, pedagogy, and rhetoric, composition textbooks still reach more teachers and more students than scholarly discussions. There are a number of actions that reviewers of the composition textbooks--practicing composition scholars--can practice that would do much to insure that textbooks contain responsible material. First, the reviewer should agree to review the book only if he or she is associated with the course in question. Second, the reviewer should examine and critique whether or not the text fulfills the pedagogical claims it makes in the prefatory material. Third, the reviewer should support scholars and teachers within the composition community by"blowing the whistle" on those who capitalize on fads and trends and support books written by academics rather than by freelance writers. Fourth, reviewers should call for better instructor resources and better technological support at every opportunity. | [FULL TEXT]

Miles, Sheila; And Others (1993).  Initial Teacher Education in England and Wales: A Topography.  Research Papers in Education, 8, 3. 

A 1990-91 survey of preservice teacher education courses in England and Wales examined course philosophy and pedagogy, course structure, types of partnerships between higher education and schools, and student assessment. Many issues being raised in policy debates were already being addressed by teacher educators before the government's reform proposals.

Miller, Anne-Courtney S.; Wallace, Josephine D.; DiBiase, Warren J.; Nesbit, C. R. (1999).  Pebbles in the Ocean or Fountains of Change? New Insights on Professional Development: Examining the Links--Professional Development, Teacher Leaders, and School Change. 

A holistic approach to research design was used in this analysis of a long term, large scale professional development project held at 8 university sites in one state over a 3 year period that involved 360 teacher leaders and their principals from 180 elementary schools. The purpose of this analysis was to examine the links among professional development, teacher leaders, and change in the teaching of science and mathematics. Qualitative and quantitative data were gathered over the 3 years on a number of different aspects of the project, some of which have previously been reported. Data sources included observations, interviews, and written program documents. Detailed analyses examined models of professional development, the lead teachers' implementation of these models in schools, design and components of professional development experiences, and important factors for professional development cited by lead teachers. The qualitative methodology revealed important links, connections, and implications that emerged from the multiple data sources. Findings indicate three important categories (Content and Pedagogy, Leadership Content, Leadership Planning and Practice) that should be included in professional development. The components of these categories are identified and described and reveal new insights on professional development. Recommendations are provided for professional development that enhances school change.   | [FULL TEXT]

Miller, Dan P.; Kernisky, Debra A. (1999).  Opportunity Realized: Undergraduate Education within Departments of Communication.  Public Relations Review, 25, 1. 

Offers three models for educating future public-relations practitioners from a communication point of view: a macro-approach that integrates outcomes, curriculum, pedagogy and assessment at the program level; a micro-approach that adds specifics of outcomes, pedagogy, and assessment strategies for each of five core course-content areas; and a micro-approach single-course model for small programs.

Miller, Henry; Miller, Kate (1996).  Language Policy and Identity: The Case of Catalonia.  International Studies in Sociology of Education, 6, 1. 

Examines the dynamics of language in Catalonia and the development of Catalan educational policy. Discusses the suppression of the Catalan language under Generalissimo Francisco Franco and its reappearance after his death in 1975. Summarizes key arguments concerning the relationships among identity, nationality, education, and language.

Miller, Kenneth W.; Davison, David (1998).  Is Thematic Integration the Best Way To Reform Science and Mathematics Education?  Science Educator, 7, 1. 

Argues that thematic integration in science and mathematics without the accompanying paradigmatic change in teaching pedagogy results in little benefit to the learner. Discusses alternative approaches to integration. Contains 17 references.

Miller, Larry E.; Madou-Bangurah, Kabba (1993).  Identification of Researchable Topics on International Agricultural Education. A Delphi Study. 

A modified Delphi technique was used to identify topics in international agricultural education considered by eight experts on agricultural education to be areas needing research. All eight (100%) of the experts completed the first-round mail questionnaire, and seven (87.5%) completed the second and third rounds. Survey category areas were as follows: administration/supervision; curriculum development; communications/delivery methods; pedagogy/instructional methods; evaluation/accountability; youth/adult organizations; personnel staff development/inservice/preservice; community resource development; supervised occupational experience programs; research/development activities; facilities/equipment; women in agriculture development; and funding. A summary of topics receiving unanimous acceptance is as follows: role of technical assistance; nonformal programming factors; comparative studies; public/private linkages; effective institutional structures; developing nations' resource constraints; linkages with developing nations' agricultural universities; international agriculture knowledge of secondary students; foreign language requirements; indigenous practices and new subject matter; primary agricultural education in developing nations; internationalizing curricula; experiential international ag ed; human resource development; international agricultural knowledge in degree programs and K-12; developing nations' communication linkages; mass media; using indigenous knowledge; agriculture texts for developing nations; technology transfer; follow-up of innovative programs; analysis of ag ed in developing nations; evaluating adoption of ag innovations; case studies of successful programs; youth leadership skill needs; young and adult farmer skill needs; foreign graduate student research; supplemental experiences for foreign students; alternatives to long-term degree training; cross-cultural teaching; motivators of extension workers; participation of all segments in agricultural development; role of ag ed in institution building; ties between domestic and international ag students in U.S. universities; and involvement of women in development. | [FULL TEXT]

Miller, Nancy K. (1991).  Getting Personal: Feminist Occasions and Other Autobiographical Acts. 

This book reflects upon the ways in which contingencies of identity and location shape the writing of academic argument and the living of an academic life. Experimenting with a mode of writing called "narrative criticism," the book interweaves the personal and the theoretical, anecdote and text. It is organized around a number of academic scenes in which the stakes of feminist critical performance are analyzed. The book focuses on occasions, from the conference to the seminar to the professional colloquium, and produces an autobiographical perspective on the mini-dramas of institutional politics. Describing the contradictory demands of authority and complicity for a feminist teacher of literature, the book examines the rhetorical strategies of a feminism traversed by internal debates over its own self-representations. Working through and among quotations of voices that might not otherwise address each other, the book assesses a crisis, and offers a project for moving on.

Miller, Richard E. (1991).  Bringing the Classroom into the Literacy Debate.  Writing Instructor, 11, 1. 

Draws attention to the contradictions exposed in debates about literacy pedagogy which have traditionally excluded actual pedagogical practices from the dialogue. Advocates classroom interactions be allowed access to the "literacy crisis" debate.

Miller, Richard E. (1996).  What Does It Mean to Learn? William Bennett, the Educational Testing Service, and a Praxis of the Sublime.  JAC: A Journal of Composition Theory, 16, 1. 

Examines the ways that a "pedagogy of obedience" has been institutionalized as a dominant form and concern of educational practice in the United States. Details one set of institutional mechanisms defining what it means to learn in school, in general, and to regulate what constitutes acceptable acts of reading and writing, in particular. Offers an alternative set of mechanisms.

Miller, Richard E. (1998).  The Arts of Complicity: Pragmatism and the Culture of Schooling.  College English, 61, 1. 

Reflects on Paulo Freire's place in pedagogical history and why his representation of the power of teaching holds such an appeal for so many educators. Considers why it is that the image of the teacher as liberator of the oppressed, upon which Freire's pedagogy relies so heavily, has had such a perduring appeal.

Miller, Ron, Ed. (1991).  New Directions in Education. Selections from Holistic Education Review. 

This book contains a collection of 33 essays that have appeared in the first 10 issues of "Holistic Education Review." These essays are divided into five themes: Philosophical Foundations; A Global-Ecological Perspective; Rethinking Some Old Problems; New Goals for Education; and Holistic Education in Practice. Some essay titles (along with their authors) include: "Toward a Paradigm of Promise: Transformational Theory Applied to Education" (David W. Brown); "The Search for a New Educational Paradigm: The Implications of New Assumptions about Thinking and Learning,""Environmental Education as an Integrative Study," and "Holistic Education: A Search for Wholeness" (Edward T. Clark, Jr.); "Authority, Aggression, and Building Community in Alternative/Free Schools" (Dave Lehman);"The Global-Ecocentric Paradigm in Education" (Phil Gang); "Ecological Literacy: Education for the Twenty-First Century" (David W. Orr); "Humanistic Education: Exploring the Edge" (Jerome S. Allender, Donna S. Allender); "Holistic Peace Education" (Sonnie McFarland); "And the Children Shall Lead the Way" (Linda Macrae-Campbell); "Thoughts on Educational Excellence, Technique, and School Structures" (Mitchell Sakofs, David L. Burger); "Teaching the Politics of Literacy: Notes from a Methods' Course" (Mary-Lou Breitborde Sherr); "Reading as a Whole: Why Basal Reading Series Are Not the Answer" (Constance Weaver); "Do Grades Cause Learning Disabilities?" (Charles H. Hargis, Marge Terhaar-Yonkers); "School Corporal Punishment: Legalized Child Abuse" (Robert E. Fathman); "The Medicalization of the Classroom: The Constriction of Difference in Our Schools" (Steve Harlow); "Bilingual Learners: How Our Assumptions Limit Their World" (Yvonne S. Freeman, David Freedman); "Race, Knowledge, and Pedagogy: A Black-White Teacher Dialogue" (Donald Murphy, Juliet Ucelli); "Alternative Education and 'Alternative' Schools: Why Dropout Schools Aren't Alternative" (Mary E. Sweeney); "The Three Dimensions of Human Greatness: A Framework for Redesigning Education" (Lynn Stoddard); "Toward a Holistic Definition of Creativity" (Gary F. Render and others); "Imagination Running Wild" (David W. Anderson); "On the Education of Wonder and Ecstasy" (W. Nikola-Lisa); "Education for the Soul: Spiritual Values and the English Curriculum" (Karen A. Carlton, Richard L. Graves); and "Creation Spirituality and the Reinventing of Education" (Andy LePage).

Miller, Susan (1992).  The Disciplinary Processing of Writing-As-Process. 

A new theoretical paradigm for teaching writing and organizing composition research was at hand by 1982, focusing on how writers write and the practice of interventionist teaching. Today, the process theory of teaching composition dominates the field, yet it has not shifted teaching practices or research questions toward the settings and assumptions inherent in "actual" contemporary acts of writing. Research shows, for example, that traditional orientations toward the product are still widely popular. Among process theories, the product is often viewed as the only measure of process, and categories of writers are traditional and based on the produced texts. The status of composition studies, however, has been radically reformulated into a science, and its object has become the status and practices of legitimate researchers and teachers. Despite the massive theorizing, both texts and students are subjected to fundamentally formalist interpretations, and basic assumptions remain the same. Writing is still broadly categorized as either good or bad, reflecting the enduring model of historical evaluation. Various critics, embracing Marxist theories, have argued that historically, the study of English has presented a unified moral pedagogy whose object has been to monitor and evaluate a social class called "students." In this view, composition is a domain of regulated interventions into the lives of a population for purposes of regulation. Thus, whether according to product or process approaches, students remain unliberated, and continue to think of themselves as"not good at English." | [FULL TEXT]

Miller, Suzanne M. (1992).  Creating Change: Towards a Dialogic Pedagogy. Report Series 2.18. 

Internationally, educators are calling for teachers to help students learn to respect and value social and cultural difference. Literature teachers can also contribute to such a revolution in consciousness through literature study. It is crucial to education in a multicultural society that students are taught ways of reading and talking about literature which create respect for multiple perspectives. One means of doing this is through a "dialogic pedagogy," a conversational teaching approach in which the teacher and students engage in purposeful collaboration, guiding and inviting each other in talk and activity. Since readers construct different meanings from identical texts, text discussion can be particularly suited to provoke an interplay of differences. However, research indicates that such reflection about different perspectives rarely occurs in American schools, including literature classes, in which many teachers still rely on closed questioning. After observing teachers who successfully created conditions that produced motivated discussions about texts, four principles emerged: (1) inducing a new stance towards texts; (2) provoking collaborative reflection about alternatives; (3) scaffolding dialogic heuristics; and (4) encouraging student-initiated and sustained dialogic inquiry. If multicultural education is limited to new book lists or curricular add-ons, it may fail to become an integral part of student and citizen consciousness. (A list of 59 references is attached.) | [FULL TEXT]

Miller, Suzanne M. (1996).  Making the Paths: Constructing Multicultural Texts and Critical-Narrative Discourse in Literature-History Classes. Report Series 7.8. 

Developing students' ability to use multicultural perspectives and knowledge to think about literature, history, and society is emerging as an important part of a pluralistic approach to education. Am ethnographic study examined three innovative eleventh-grade literature-history classes as they were negotiated over 2 school years by a pair of English and social studies teachers with pluralistic goals for curriculum and pedagogy. Reading texts from different cultural perspectives, engaging in open-forum discussion and writing, and participating in other dialectical activities fostered student awareness of the multiple, sometimes conflicting languages for understanding texts and social issues. Teachers provided assistance at points of need, sometimes in the form of posing problems, juxtaposing texts/perspectives (e.g. stories, reports, personal experiences), and initiating multivocal activities, often in the form of conversational strategies for moving from unreflective speech to conscious reflection about personal and others' assumptions and values. In this class, critical thinking and narrative thinking came to develop in a dialogic relationship, what can be seen as a critical-narrative discourse acquired and learned through dialectical talk and activity. These dialogic means of moving beyond sociocentrism toward reflection influenced individual students differently, depending on numerous personal and sociocultural forces shaping the nature of their active response or resistance. Findings contribute to a theoretical framework for understanding how interdisciplinary study of multicultural texts in problem-posing contexts contributes to specific forms of critically reflective literacy practice.   | [FULL TEXT]

Milligan, Frank (1995).  In Defence of Andragogy.  Nurse Education Today, 15, 1. 

Despite recent criticisms of andragogy and a shift toward critical pedagogy in the current sociopolitical climate, andragogy is supported by literature and research. The more central role it gives students in their own educational processes and its compatibility with the concept of care make it a suitable underpinning for nursing education.

Mills, Jon (1996).  Virtual Classroom Management and Communicative Writing Pedagogy  [Online Submission, Paper presented at the European Writing Conferences (Barcelona, Spain, October 23-25, 1996)] 

Writing, essentially a social act, is concerned with cognition and is allied to context. Most writing takes the form of dialogue and it is out of dialogic processes that language acquisition takes place. Writers and readers convene in the cognitive and social space that is at the heart of a discourse community. The social aspects of writing are diminished when there is a restriction on the social space where readers and writers come together. This is exemplified by the state of affairs in certain classrooms where writing, reading and responding are undertaken in a solitary manner. The use of computers to teach writing can enliven social exchange by engendering new social structures. In particular, collaboration between writers is prompted by the use of word processors. When the teaching of writing takes place in a computer lab, teachers often structure activities in a qualitatively different manner. In turn this has an influence on student writing. This paper reports on our experience of teaching an in-sessional course in Academic Writing to L2 students at the University of Luton.  | [FULL TEXT]

Millward, Jody (1990).  Placement and Pedagogy: UC Santa Barbara's Preparatory Program.  Journal of Basic Writing, 9, 2. 

Provides strategies designed to help both mainstream and underrepresented students meet the rhetorical demands of placement exams and gain control in these situations. Describes the University of California Santa Barbara's Preparatory Program which serves a large, culturally diverse student population, acknowledges the variables embedded in the testing situation, and helps clarify what issues remain unresolved.

Milne, Catherine; Taylor, Peter Charles (1995).  Metaphors as Global Markers for Teachers' Beliefs about the Nature of Science.  Research in Science Education, 25, 1. 

Analyzed metaphors used by science teachers in their classroom discourse and their influence on the image of science constructed by students. The use of role-determining objectivist metaphors signifies teachers' pedagogies being governed by an objectivist epistemology. Teachers need to reflect critically on their use of metaphors to develop a constructivist pedagogy in the classroom. (40 references)

Milner, Joseph O.; Stewart, Loraine Moses (1997).  Flossie Ebonics: Subtle Sociolinguistic Messages in "Flossie and the Fox."  New Advocate, 10, 3. 

Considers the recent Ebonics debate, and examines Patricia McKissack's use of dialects in her book "Flossie and the Fox." Points out its subtle yet meaningful lessons about the intersection of language and culture, and suggests a pedagogy that honors students' home language while accepting responsibility for offering them ways to switch language codes.

Minami, Masahiko, Ed.; Kennedy, Bruce P., Ed. (1991).  Language Issues in Literacy and Bilingual/Multicultural Education. Harvard Educational Review Reprint. Series No. 22. 

This collection of articles related to language issues and literacy and bilingual and multicultural education include the following: "Three Processes in the Child's Acquisition of Syntax" (Roger Brown and Ursula Bellugi); "Pre-School Children's Knowledge of English Phonology" (Charles Read); "Stages in Language Development and Reading Exposure" (Carol Chomsky); "Trends in Second-Language-Acquisition Research" (Kenji Hakuta and Herlinda Cancino); "The Nature of Literacy: An Historical Exploration" (Daniel P. Resnick and Lauren B. Resnick); "From Utterance to Text: The Bias of Language in Speech and Writing" (David R. Olson); "Literacy and the Oral Foundations of Education" (Kieran Egan); "Literacy and Language: Relationships during the the Preschool Years" (Catherine E. Snow);"Literacy without Schooling: Testing for Intellectual Effects" (Sylvia Scribner and Michael Cole); "The Adult Literacy Process as Cultural Action for Freedom" (Paulo Freire); "Literacy and Cultural Identity" (Bernardo M. Ferdman); "Empowering Minority Students: A Framework for Intervention" (Jim Cummins); "Toward a Social-Contextual Approach to Family Literacy" (Elsa Roberts Auerbach); "Thinking about Bilingual Education: A Critical Appraisal" (Ricardo Otheguy); "Transitional Bilingual Education and the Socialization of Immigrants" (David Spener); "Creative Education for Bilingual Teachers" (Alma Flor Ada); "Promoting the Success of Latino Language-Minority Students: An Exploratory Study of Six High Schools" (Tamara Lucas, Rosemary Henze, Ruben Donato); and "The Silenced Dialogue: Power and Pedagogy in Educating Other People's Children" (Lisa D. Delpit). The book also includes several essay and book reviews.

Miner, Madonne M. (1994).  "You're Going to Be the Only Guy in There": Men's Minority Experience in Introduction to Women's Studies.  NWSA Journal, 6, 3. 

Explores why few men registered for and consistently dropped out of a college women's studies course. Interviews with nine men and a review of another student's journal show an uneasiness with being the gender minority in the class, feelings of repression, discomfort at being left out, yet a better appreciation for the minority experience in general.

Minock, Mary (1995).  Toward a Postmodern Pedagogy of Imitation.  JAC: A Journal of Composition Theory, 15, 3. 

Aims to reconcile the imitation practices of rhetorically involved advanced writers, such as T. Moi and C. Bedient, with the passive imitation strategies of many undergraduate writers. Suggests a rhetorical relationship with texts where undergraduate students may also "practice" imitation, "practice" implying praxis. Integrates theory of composition and rhetoric with its practice.

Minot, Walter S. (1994).  Composition and Rhetoric: A Natural Alliance. 

Writing teachers and theorists face political and pedagogical dangers because of their increasing tendency to align themselves against each other on the side of either rhetoric or composition. As the differences between the two schools widens, writing teachers stand to lose political ground in English departments and their students stand to lose the benefits of a balanced approach to writing. To borrow the terms of Walter H. Beale, the "The Second Rhetorical Awakening," presently in process, is obscuring the advances of the "The First Rhetorical Awakening," which occurred during the mid sixties around the time of Edward P. J. Corbett's "Classical Rhetoric for the Modern Student" (1965). While the first wave of rhetorical awareness reminded teachers that writing is a culturally conditioned practice, growing out of a need to address a particular audience, recent discussion of composition pedagogy emphasizes process to the exclusion of concerns about audience and purpose. According to David Blakesley, composition pedagogy carries an ideological edge in its emphasis on sincerity or authenticity, which encourages a carefully mannered, plain style like that of E. B. White. The insights of composition pedagogy should not be lost; nevertheless the means of writing should not take precedence over its ends. | [FULL TEXT]

Mintrop, Heinrich (1999).  Changing Core Beliefs and Practices through Systemic Reform: The Case of Germany after the Fall of Socialism.  Educational Evaluation and Policy Analysis, 21, 3.

Miranda, Deborah A. (1998).  "A String of Textbooks": Artifacts of Composition Pedagogy in Indian Boarding Schools.  Journal of Teaching Writing, 16, 2. 

Argues that the teaching of composition in Indian boarding schools, through the combination of textbooks, pedagogical philosophy, and historically-generated pedagogical emphasis on industrial/domestic training, created a situation in which the writing was intended not to assist Indians in becoming "civilized" but to aid in the erasure of Indian presence and voice in a literate, consequential dialogue.

Miranda, Wilma; Yerkes, Rita (1996).  The History of Camping Women in the Professionalization of Experiential Education. 

Over 70 years ago, female leaders in organized camping, the only form of outdoor experiential education then available, shaped the meaning of professionalism and controlled organizational structures and policies. Their achievement is paradigmatic of women's professional struggles in the outdoor pursuits professions in this century. This book chapter shows how camping women acted to define the first institutional expression of what we term experiential education today. The originality of their achievement lay in uniting educational theory with a conception of associational democracy that assured them parity with men. Gender equality was to be virtually definitive of the field. The lessons they offer are still relevant to experiential educators, particularly women, since the barriers they faced have not been overcome and perennial dilemmas in professional self-definition remain urgent. Beginning in 1916 in the National Association of Directors of Girls Camps, and later in the Camp Directors Association, women came to view their work through two contradictory screens. First, they borrowed the gender-based logic of their male prep-school colleagues to craft a heroic reading of "the director"; and second, as association founders and members, they deployed this romantic image of the woman leader in service of their status in "professional" organizations. Their professional self-definition was rooted in both a communitarian feminist pedagogy and a vision of rigorous professional standards. Contains 38 references.  | [FULL TEXT]

Mirel, Jeffrey (1993).  The Rise and Fall of an Urban School System. Detroit, 1907-81. 

The experience of the Detroit (Michigan) public schools is used to offer a new interpretation of the decline of urban education in the 20th century, and ways are suggested to improve America's schools. Political, social, and financial influences have affected the formulation and development of educational policy in Detroit. The history of the school system is traced, focusing on the development of racial intolerance and separatism during the late 1960s, and the subsequent low points that undermined the quality of the school system and divided control between differing viewpoints. The ways in which the constant economic struggle strains the school system are explored, and the burden placed on the schools by social problems they cannot solve are reviewed. The six chapters are as follows: "'Beer and Pedagogy,' 1907-19"; "One of the Finest School Systems in the World, 1919-29"; "School Politics Divided, 1929-40"; "The Expansion of Conflict, 1940-49"; "The Rise of the Liberal-Labor-Black Coalition, 1949-64"; and "There Is Enough Blame for Everyone to Share." The answers to the problems of urban schools lie in returning to reforms that seek common ground, building coalitions among interest groups and government, and reestablishing trust between parents, students, and educators. An appendix contains 12 tables of statistics about the Detroit school system

Mische, Patricia M. (1992).  Toward a Pedagogy of Ecological Responsibility: Learning to Reinhabit the Earth.  Convergence, 25, 2. 

Environmental damage harms the rights of future generations. Peace and disarmament are environmental issues necessitating rethinking of national security. Coevolutionary ethics involve balancing the individual with the common good and establishing equilibrium among the biosphere, technosphere, sociosphere, and the sphere of mind and spirit.

Mitchell, Antoinette (1998).  African American Teachers: Unique Roles and Universal Lessons.  Education and Urban Society, 31, 1. 

Using oral-history techniques, examines the culturally relevant pedagogy of eight recently retired African-American teachers and explores the roles they played as they worked with African-American students in an urban school district. These teachers were committed to academic achievement, but also understood the importance of working with students in the affective domain.

Mitchell, Claudia; Reid-Walsh, Jacqueline (1995).  And I Want to Thank You Barbie: Barbie as a Site for Cultural Interrogation.  Review of Education/Pedagogy/Cultural Studies, 17, 2. 

Barbie is presented as the perfect cultural site for interrogating margins, borders, and contradictions in females' lives. This article illuminates such issues by interrogating the "cumulative cultural text of Barbie." Texts criticized are: Barbie collector cards; "Barbie" and "Barbie Fashion" comic books; "Barbie, The Magazine for Girls"; and the game "We Girls Can Do Anything."

Mitchell, Gordon (1996).  Activist Communication Pedagogy and the Learning Curve of "New Social Movements." 

Calling for redoubled emphasis on the performative and political dimensions of rhetorical study, some scholars recommend an "activist turn" in rhetorical criticism. In the context of the study of social movements, an engaged and active stance can enable critics to become direct participants in the field of social action. The promise of a retooled, outward-oriented critical stance for the rhetorical study of social movements can best grow out of a learning process that places an emphasis on reflexivity, performativity, and transformative engagement with other actors. Collective rhetorical efforts to persuade others of the rightness of a given viewpoint not only impact the audience, but also can have important effects on the speakers themselves. Among various strategies rhetorical critics could undertake are: (1) they could intervene in the field of social action in an attempt to catalyze conversion of defensive collective struggles into full-blown new social movements; (2) they could counter a surging social movement by contributing inventional resources to establish institutions locked in dialectical enjoinment with movement protesters; and (3) they might enter the field of social action as a nonpartisan mediator seeking to unhinge a movement-establishment controversy at loggerheads. Through dialogue between agitator and analyst camps, students could reflect upon and build their intellectual identities; negotiate appropriate goals of action; and invent novel strategies for using rhetorical practice to transform selected political terrain. | [FULL TEXT]

Mitchell, Gordon (1998).  Pedagogical Possibilities for Argumentative Agency in Academic Debate. 

Argumentation skills are frequently touted as archetypal tools of democratic empowerment, yet theorization of ways to use such tools to achieve concrete social change is rare. As a result, the emancipatory "telos" anchoring American academic policy debate tends to gallop ahead of practical efforts to build empowerment through the debate medium. After considering ways in which the traditional simulation-based contest round format in academic debate may reinforce such a dynamic, this essay explores an alternative vision of debate pedagogy oriented toward cultivation of argumentative agency. It is suggested that this sort of agency can be developed best when teachers and students of debate engage wider spheres of deliberation and learn from practical experience as actors in the public realm. (Includes 25 notes; contains 44 references.) | [FULL TEXT]

Mitchell, Gordon (1998).  Role-Playing Rhetoric of Science Pedagogy and the Study of Medical Ethics. 

This essay blends practical reflection on current efforts to develop a role-playing curriculum at the University of Pittsburgh with a theoretical investigation of role-playing as a pedagogic technique. This paper examines educational literature on role-playing pedagogy as the topic is treated in a variety of academic fields including medicine, education, industrial psychology, economics, and political science. A theoretical examination is woven into a discussion of practical efforts to utilize the role-playing approach as a tool to teach the rhetoric of medical ethics at the University of Pittsburgh. Discussion topics include: (1) the dynamics involved in role-playing simulations; (2) the potential benefits of role-playing; (3) the pitfalls and challenges involved in a role-playing curriculum; and (4) the potential of role-playing as a pedagogical tool for learning the rhetoric of medical ethics. Appendixes include a bioethics role-playing curriculum rhetoric and three activities involving role-playing. | [FULL TEXT]

Mitchell, Keith, Ed.; Parkinson, Brian, Ed. (1997).  Edinburgh Working Papers in Applied Linguistics, 1997. 

Papers on applied linguistics and language pedagogy include: "A Genre Analysis Study of 80 Medical Abstracts" (Kenneth Anderson, Joan Maclean); "Oral Classroom Testing in an Adult French Community Class" (Sheena Davies, Aileen Irvine, Jacqueline Larrieu); "Whose Relevance? Interpretation of Hybrid Texts by a Multiple Audience" (Katalin Egri Ku-Mesu); "Talking the Test: Using Verbal Report Data in Looking at the Process of Cloze Tasks" (Bob Gibson); "Managing Distances: Discourse Strategies of a TV Talk Show Host" (Fumi Morizumi); "Lexical Processing in Uneven Bilinguals: An Exploration of Spanish-English Activation in Form and Meaning" (Carmen Santos Maldonado); and "Japanese Learners' Acquisition and Use of the English Article System" (Toshiaki Takahashi). | [FULL TEXT]

Mitchell, Ronald K.; Chesteen, Susan A. (1995).  Enhancing Entrepreneurial Expertise: Experiential Pedagogy and the New Venture Expert Script.  Simulation & Gaming, 26, 3. 

Examines the enhancement of adult student entrepreneurial expertise through the use of recommendations and models from information theorists including experiential pedagogy and expert script. Outcomes suggest enhanced entrepreneurial expertise is influenced by experienced mentors.

Mohatt, Gerald V. (1994).  Cultural Negotiation and Schooling: New Idea or New Clothing for an Old Idea?  Peabody Journal of Education, 69, 2. 

The article critiques cultural negotiation as a model for understanding how to change schooling within indigenous communities, discussing its implications regarding barriers to careers in teaching for indigenous people, how to expand the knowledge base for differentiating an indigenous pedagogy, theoretical implications, and who controls negotiation.

Mohr, Clarence L. (1998).  Schooling, Modernization, and Race: The Continuing Dilemma of the American South.  American Journal of Education, 106, 3. 

The two studies reviewed attest to the distance southern educational history has traveled since the legal underpinnings of "separate but equal"809 schooling were demolished in 1954. Careful study of the learning atmosphere prior to desegregation should yield insights useful in today's schools.

Moll, Luis C. (1998).  Turning to the World: Bilingual Schooling, Literacy, and the Cultural Mediation of Thinking.  National Reading Conference Yearbook, 47. 

Discusses the cultural mediation of thinking and the idea of schools as special cultural settings that are never neutral. Describes an approach that mediates the school's contradiction between access to and control of literacy through a pedagogy that transcends the classroom and challenges the reductionist tendencies that characterize working-class schooling.

_____. (1997).  Months of Debate. Six Preparatory Meetings for the International Conference on Adult Education (5th, Hamburg, Germany, July 14-18, 1997). 

This document contains information about and papers from meetings of educational practitioners and policymakers in the Asia-Pacific region, Africa, Latin America and the Caribbean, Europe, and the Arab States and a collective consultation of nongovernmental organizations (NGOs) on literacy and education for all. Contents (arranged by region) are as follows: "1996 Jomtien Declaration on Adult Education and Lifelong Learning"; "The Bank Has a Re-Think"; "Maoris: A Longtime Educative Tradition" (Nora Rameka); interviews and reports from parts of Asia; "Intellectual Responsibility in Development"; "Declaration on Adult Education and Lifelong Learning"; "Setting Up a Programme Is Not Enough" (Alice Tiendrebeogo); "A Book for Six Inhabitants" (Antonio da Silva); "Peace in the Land of Blue Plastic" (Uwizeyimana Adorata); "Unwanted Gifts" (Ousmane Faty Ndongo); "Backing the Commitment of African Intellectuals" (A. Niameogo); "South African Adult Education Post-1994" (Joe Samuels); interviews; "Education of Young People and Adults to Consolidate Democracy"; "Declaration and Recommendations of the Latin American and Caribbean Regional Preparatory Conference"; "Read the Word..." (Sergio Haddad); "We Also Count!" (Lola Cendales); "Calandria" (Rosa Maria Alfaro Moreno); interviews; "The Role of NGOs in the Transformation of Adult Education in Latin America" (Jorge Osorio Vargas); "'Everyone Has to Learn Everything'" (Ximena Machicao Barbery); "Adult Education, Society and the Strengthening of Democracy" (Jose Rivero); "We Learned..." (Ximena Eugenia Paniagua Padilla);"Defining Cultural Identities"; conference report; "Is Literacy Neglected?" (Serge Wagner); "Creative Protagonists: The Role of Environmental Pedagogy" (P. Orefice); "An Already Long State--Civil Society Dialogue" (Anne Depuydt); "Masks""Meeting with Mr. D. Lenarduzzi"; "The New Modern Concept of Adult Education in Russia" (V. Onushkin); "Adult Learners' Week" (Alan Tuckett); "A Strengthened Partnership"; "The Hamburg NGO Platform on Adult Learning for the 21st Century"; "Vocational Education and Training" (Ulf Fredriksson); "You Can't Tie Up a Bundle of Firewood with One Hand" (Mariam Kone Traore); "Turning the Disadvantaged into Free Decision-Makers" (Ton Redegeld); "Some of the Contributions of Non-Formal Teaching to Formal Teaching" (Max Cloupet); "Adult Education and the Changing World of the Workplace" (D. Kahler); "Growing Together through Partnership" (Adama Ouane); "Beyond Programmes: Commitment, Values and NGOs" (Clinton Robinson); "Constructing Society"; "Arab Declaration on Adult Education"; "Campaigning for All Rights" (Aicha Barki); "Adolescent Women and Civic Society in MENA (the Middle East and North Africa)" (Frank Dall); "Culture and Spirituality" (Bacher Bakri); "The Emergence of a Civil Society" (Kacem Bensalah); interviews; "A Society Which Includes Women" (Aicha Belarbi); "The Socio-political Dimension of Gender: A Tool for Fair Development" (Marcela Ballara); and "Using Modern Technology Is Almost a Second Nature" (Mark Tennant). | [FULL TEXT]

Monk, Martin; Osborne, Jonathan (1997).  Placing the History and Philosophy of Science on the Curriculum: A Model for the Development of Pedagogy.  Science Education, 81, 4. 

Focuses on two of the principal issues for science curriculum developers who wish to introduce the history and philosophy of science into science teaching along with the justification for and the placement of historical materials within teachers' work schemes. Proposes a new model for inclusion of such material that directly addresses children's alternative frameworks. 

Monoson, Patricia K.; Thomas, Clayton F. (1993).  Oral English Proficiency Policies for Faculty in U.S. Higher Education.  Review of Higher Education, 16, 2. 

Seventeen states require public colleges and universities to certify faculty oral English language proficiency. A national survey (n=240 institutions) indicates that without state mandates, institutions typically did not develop policies. Those that did focused on international teaching assistants. Policies narrowly addressed speaking proficiency, not issues of pedagogy or cultural awareness.

Monsma, John W. (1997).  Putting the Family on the Tube: An Interactive Television Approach to Teaching Family Communication. 

The possibility of presenting a family communication course to large numbers of students and to students who cannot be present in the classroom makes interactive television a delivery mode worth considering. A family communication course was introduced experimentally at Northern Arizona University in Spring, 1983 and was designed around the concept of topical minicourses, each five weeks in length for one hour of credit. From the outset, family communication required a highly interactive format--question/answer, small group projects, discussion, and role play. The course developer resisted teaching the course using interactive television at first but agreed to a one-semester trial in Fall, 1995. The initial class included 80 students in a studio, 10 students in Yuma, 3 students in Holbrook, and 150 students viewing the course on cable or in another campus facility. Two class sessions demonstrated that the process worked well. Since that experiment, family communication has been offered each semester, exclusively on television, over 1,000 students have completed the course, in contrast to the 250 who could have enrolled in a standard classroom version. The course is taught using retrofitted classrooms or studios particularly designed for distance learning. Interactive television may require some modification of pedagogy--"talking heads" offer no motivation to students, especially those at remote sites. A sample lesson plan (demonstrating that families are a system) and a sample exercise redesigned for interactive television shows how developing interactive lesson plans in one of the most stimulating aspects of teaching on television. | [FULL TEXT]

Moore, Alex (1990).  Khasru's English Lesson: Ethnocentricity and Response to Student Writing.  Quarterly of the National Writing Project and the Center for the Study of Writing and Literacy, 12 n1 p1-3, 25-27 Win 1990. 

Describes in detail how a writing instructor in an English secondary school imposed his view of reality on a Bangladeshi boy when correcting the boy's writing. Suggests that schools must work hard to develop and adopt new styles of pedagogy to avoid ethnocentrism in the classroom.

Moore, Julie; Knuth, Randy; Borse, Jennifer; Mitchell, Marlon (1999).  Teacher Technology Competencies: Early Indicators and Benchmarks. 

Two recent trends in education--increased technology and accountability--are driving efforts to define technology competencies and standards for teachers. The first lists of competencies from these efforts are just now being completed. While some of these competencies are linked to teacher certification and re-certification, others are developed as standards or benchmarks to guide professional development. The purpose of this study was to examine and compare initial attempts at establishing teacher technology competencies with the intent of establishing a framework or matrix that could be used to compare other, similar documents. Teacher technology competencies from a variety of organizations and institutions were studied and compared. A master matrix of technology competencies was created, consisting of the following categories: (1) prerequisite technical skills--basic operations, hardware issues, navigation, and file management; (2) instructional uses--instructional strategies and resources; (3) professional roles--ethical/legal issues, professional resources, and professional development; and (4) technical skills--troubleshooting/maintenance, productivity tools, Internet applications, and networking. Based on findings, generalizations were drawn and recommendations made for improving future technology competencies. Also included is a discussion of the implications for teacher education programs and the need to use teacher technology competencies in an integrated effort which considers not only technology, but pedagogy and curricular content as well.   | [FULL TEXT]

Moore, Rock (1996).  Creating a Culture of Learning for Diverse Student Populations. 

The number of students failing in school has risen drastically in the past few years. Because of this, many educators are revisiting traditional practices and infusing effective tools that can enhance and promote literacy skills for all students. This process requires not only that teachers integrate content, but also that they elucidate the students' cognitive abilities in processing and decoding messages within the classroom context and environment. The paper addresses some of the methodologies for accomplishing these goals, and makes suggestions to help teachers involve students actively in classroom discussions and implement other nontraditional pedagogies to promote and sustain an ambiance of learning within the classroom. A responsive pedagogy derived from cognitive, social, and contextual constructivist perspectives would use students' present knowledge and experiences as a foundation for new learning. A classroom pedagogy that focuses on empowering students and creating a culture of learning will have a positive impact on all individuals concerned in the classroom today and as contributors and leaders of society tomorrow. | [FULL TEXT]

Moore, Rock D.; Fetterolf, Dee (1997).  Action Research: Finding Solutions To Help Limited English Speakers. 

An action research project was designed to improve the English oral language skills of students of limited English proficiency (LEP) and their academic achievement. Thirty students were randomly chosen from 70 Hispanic fifth graders who enrolled in a voluntary program. Instruction was given using a contextualized environment. Within this framework, a constructivist pedagogy was used along with the principles of instructional discourse and active teaching techniques. Results of the action research project demonstrate its positive outcomes. After 6 months, all students in the experimental group increased their scores on the standardized test at a much greater rate than students in the norming group. In addition, these students achieved modal grade level proficiency for the first time in 5 years. The study substantiates the importance of teacher-generated action research in improving student achievement. Appendixes contain five charts of student achievement results. | [FULL TEXT]

Morain, Genelle (1990).  Preparing Foreign Language Teachers: Problems and Possibilities.  ADFL Bulletin, 21, 2. 

The education of foreign language teachers encompasses language, content area, and pedagogy courses as well as a teaching experience component. Foreign language and education faculty must work together with other faculty involved in the teaching experience to unite these components to provide future foreign language teachers with the best possible preparation.

Moran, Michael G. (1993).  The Road Not Taken: Frank Aydelotte and the Thought Approach to Engineering Writing.  Technical Communication Quarterly, 2, 2. 

Describes the development of, and examines the assumptions behind, Frank Aydelotte's 1917 theory and pedagogy of technical writing, called the "thought movement," in which engineering students were required to think and write about issues important to their education and future careers.

Moran, Ralph; And Others (1990).  From Industry to Teaching: The Quality Instruction Program at Hocking Technical College. 

This presentation on Hocking Technical College's (HTC's) Quality Instruction Program (QIP) provides a program description and comments from three HTC faculty members who have been involved in the program in various ways. Recognizing that many faculty members are hired on the basis of their industrial credentials rather than their teaching experience, QIP trains new instructors in the attitudes, pedagogy, and skills necessary for successful teaching. Originally, QIP participants were expected to understand and implement good teaching practices after hearing about them in a lecture. This format led to teacher frustration. The current format has been designed using program offerings as good teaching models. A 4 day, in-service seminar requires active participant involvement in reviewing and revising course outlines, writing course outcomes, planning lessons, and developing mini-lessons. Monthly meetings allow participants to meet with peers in order to discuss difficulties and successes. Classroom observations and conferences between participants and teacher educators also are part of the current program. After Ralph Moran reviews the goals, development, and outcomes of the QIP, Russ Tippett discusses QIP in relation to the HTC's Natural Resources Department, explaining some of the changes that were made to adapt QIP to departmental needs. Finally, Larry Hatem's comments are presented on his experiences when called upon to teach Introduction to Criminal Investigations and Criminal Justice and the ways in which QIP assisted him.

Morenberg, Max (1992).  "Come Back to the Text Ag'in, Huck Honey!" 

Has the new emphasis on process versus product led instructors to teach that the writing process is everything and the product, the finished paper, of no import? This is a lesson that not even the most orthodox believer in writing process methodology would support. The process and the product are, in fact, mutually linked, rather than mutually exclusive. Many teachers embraced "process pedagogy" partly because it freed them of the necessity of teaching grammar. And, the sort of traditional grammar teaching generally associated with instruction in composition has never been shown to improve student writing. With sentence combining, however, instructors can use grammar to teach writing. Sentence combining exercises enable students to learn about the problems a writer might face in manipulating text and--at the same time--learn about the process a writer goes through in creating text. Studies show that practice with sentence combining makes students better writers. Such an exercise can even be used without reference to any grammatical terminology in a process oriented class. It should be possible to bring together lessons about grammar and literature, process and product, and more consistently use the relationship between reading and writing to make students aware of how sentences in literature work and then ask them to create similar sentences in their own writing. Echoing Jim, teachers who believe in this possibility can call out to teachers swimming in the dangerous currents of thinking about process versus product, "Come back to the text ag'in, Huck Honey." | [FULL TEXT]

Morley, Joan, Ed. (1994).  Pronunciation Pedagogy and Theory: New Views, New Directions. 

This collection of essays on pronunciation theory and practice as it relates to second language instruction includes: "Pronunciation Assessment in the ESL/EFL Curriculum" (Janet Goodwin, Donna Brinton, Marianne Celce-Murcia); "Empowering Students with Predictive Skills" (Wayne B. Dickerson); "Intonation: A Navigation Guide for the Listener" (Judy B. Gilbert); "Some Perspectives on Accent: Range of Voice Quality Variation, the Periphery, and Focusing" (John H. Esling); "A Multidimensional Curriculum Design for Speech-Pronunciation Instruction" (Joan Morley); "Recent Research in L2 Phonology: Implications for Practice" (Martha C. Pennington); and "The Effects of Pronunciation Teaching" (George Yule, Doris Macdonald).

Morley, Louise, Ed.; Walsh, Val, Ed. (1995).  Feminist Academics: Creative Agents for Change. 

This collection of 13 essays and 1 poem demonstrates how feminist analysis of the micropolitics of British higher education in terms of power, policies, discourses, curriculum, pedagogy, and intra- and interpersonal relationships provides a framework for deprivatizing women's experiences and influencing change. It includes: (1) "Troubling Transformations: Gender Regimes and Organizational Culture in the Academy" (Celia Davies and Penny Holloway); (2) "Black Women as the 'Other' in the Academy" (Naz Rassool); (3) "Irrigating the Sacred Grove: Stages of Gender Equity Development" (Barbara Brown Packer); (4) "In Our (New) Right Minds: The Hidden Curriculum of The Academy" (Debbie Epstein); (5) "Ivory Towers: Life in the Mind" (Mary Evans); (6) "Transgression and the Academy: Feminists and Institutionalization" (Val Walsh); (7) "'Out of the Blood and Spirit of Our Lives': The Place of the Body in Academic Feminism" (Tracey Potts and Janet Price); (8) "Measuring the Muse: Feminism, Creativity, and Career Development in Higher Education" (Louise Morley); (9) "The Good Witch: Advice to Women in Management" (Lesley Kerman); (10) "Black Women in Higher Education: Defining a Space/Finding a Place" (Heidi Safia Mirza); (11) "Taking Offence: Research as Resistance to Sexual Harassment in Academia" (Avril Butler and Mel Landells); (12) "Pain(t) for Healing: The Academic Conference and the Classed/Embodied Self" (Jo Stanley); (13) "My Mother's Voice? On Being 'A Native in Academia'" (Liz Stanley); and (14) "Grievance" (Dinah Dossor). Each essay contains a reference list.

Morley, Louise, Ed.; Walsh, Val, Ed. (1996).  Breaking Boundaries: Women in Higher Education. Gender and Higher Education Series. 

Essays from women in higher education, organized around two major themes: diversity, equity, and change, and feminism in the academy, and with an emphasis on these issues in the United Kingdom, include: "Women and Careers in Higher Education: What Is the Problem?" (Christine Heward); "In the Prime of Their Lives? Older Women in Higher Education" (Meg Maguire); "Activists as Change Agents: Achievements and Limitations" (Liz Price and Judy Priest); "Good Practices, Bad Attitudes: An Examination of the Factors Influencing Women's Academic Careers" (Jane Kettle); "Deaf Women Academics in Higher Education" (Ruth-Elaine Gibson); "Women in Management Education: The Token Topic?" (Pat Hornby and Sue Shaw); "Struggling for Inclusion: Black Women in Professional and Management Education" (Catharine Ross); "Equal Opportunities and Higher Education" (Maggie Humm); "Irish Women in Higher Education in England: From Invisibility to Recognition" (Breda Gray and Louise Ryan); "Interrogating Patriarchy: The Challenges of Feminist Research" (Louise Morley); "Interdisciplinary Ideals and Institutional Impediments: A Case Study of Postgraduate Provision" (Elizabeth Bird); "The Power of Numbers: Quantitative Data and Equal Opportunities Research" (Mairead Dunne); "Women and Disability in Higher Education: A Literature Search" (Alessandra Iantaffi); "Terms of Engagement: Pedagogy as a Healing Politic" (Val Walsh); and "Mothering and Education: Reflexivity and Feminist Methodology" (Miriam David, Jackie Davies, Rosalind Edwards, Diane Reay, and Kay Standing). (Most selections contain references.) | [FULL TEXT]

Morocco, Glenn; Soven, Margot (1990).  Writing across the Curriculum in the Foreign Language Class: Developing a New Pedagogy.  Hispania, 73, 3. 

Describes several activities designed as part of La Salle University's Writing across the Curriculum project to improve advanced Spanish composition skills. Activities involved both formal and informal writing assignments such as notetaking, job application letters, and thesis support essays.

Morony, Will (1999).  Teacher Professional Associations as Key Contributors to the Effectiveness of Teachers' Work. 

The Australian experience is that teacher professional associations form the third side of the triangle of support for teachers' work; the others being teachers' formal education (initial preparation to be a teacher and ongoing study) and input from their employer. This third side is inherently democratic and empowering for teachers--they are in control. It also gives teachers a 'voice' and contributes to their overall professional standing. This paper outlines the ways in which associations of teachers of mathematics operate in Australia as an example of the ways in which teacher subject associations can contribute to the knowledge and skills of their members. Discussion centers on the capacity for sharing insights and approaches with colleagues in the Asia-Pacific region, and learning from them, in the context of increasing globalization and improving access to information and communication technologies. | [FULL TEXT]

Morris, Adalaide (1992).  Surviving the Graduate Curriculum.  ADE Bulletin. 

Suggests that graduate students in English take at least one course that will help them learn about, responsibly critique, and prepare to shape the profession they are entering. Notes that the aim of the course would be to contextualize pedagogy, scholarship, and the graduate and undergraduate curricula.

Morris, John M.; Smith, Steven V.; Mablekos, Carole; Fekete, John (1998).  Developing Web-Based/Multimedia Empowered Courses in Engineering Management: Content, Pedagogy, and Technology.  Journal of Instruction Delivery Systems, 12, 3. 

Describes the development of a model Web-based distance-learning graduate course in Engineering Management at Drexel University (Pennsylvania). Highlights include a new pedagogical model; vendor selection; knowledge engineering; time commitment; development management; copyright issues; and costs.

Morrow, Charlene; Morrow, James (1992).  Whose Math Is It, Anyway? Giving Girls a Chance to Take Charge of Their Math Learning.  Initiatives, 55, 3. 

Describes structure and pedagogy of SummerMath Program at Mount Holyoke College, six-week summer program designed to provide for female high school students an environment that would address deficiencies in their mathematical education. Demonstrates connections between SummerMath approach and new scholarship on women's education. Includes brief summary of state of mathematics education for women.

Morse, Gwen Goetz (1995).  Reframing Women's Health in Nursing Education: A Feminist Approach.  Nursing Outlook, 43, 6. 

Feminist approaches in nursing education have the potential to reconceptualize nursing curricula. Ideally, they can also reframe women's health care.

Morton, Claudette (1994).  A Comparison of the Content Mastery Examination for Educators (CMEE) and the Praxis I Academic Skills Assessment for Initial Certification of Montana Educators. 

This comparative study was conducted in preparation for selecting a successor to the National Teachers Examination (NTE) for initial certification of Montana educators. The paper begins by discussing the background of using teacher competency tests in Montana, and examining demographic data on Montana students and certified teachers. Then, the Basic Skills and Pedagogy Tests of the Content Mastery Examination for Educator (CMEE), offered by National Computer Systems, and two versions of Praxis I Academic Skills Assessments and Pre-Professional Skills Tests (PPST) offered by the Educational Testing Service, are compared. The two sets of tests are examined in terms of five questions: (1) the knowledge, skills, and concepts the tests measure; (2) cost to new teachers; (3) whether these tests should be offered on computers and how would that impact costs; (4) what must be done to validate and implement the new test; and (5) why Montana is mandating a teacher competency test. A concern expressed is the need to include American Indians in the development and validation of the tests. The findings of the comparison indicate that there is more reliance on tests that demonstrate utilization of knowledge, such as essays to assess writing, and less reliance on tests with discrete bits of knowledge. Only one company offers a multiple choice pedagogy test, but with the caveat that there is no assurance that the person who passes the test will be a good teacher. Based on the concept that a teacher's performance will have to be evaluated when he/she is actually teaching, the Praxis Series has added a performance test to assess teaching ability. Finally, since the ETS has removed all deadlines associated with phasing out any NTE tests, the results of the study suggest that Montana keep the NTE Core Battery in place while continuing to evaluate the Praxis Series. | [FULL TEXT]

Morton, Donald (1992).  On "Hostile Pedagogy,""Supportive" Pedagogy, and "Political Correctness": Letter to a Student Complaining of His Grade.  Journal of Urban and Cultural Studies, 2, 2. 

Responds to a college student's criticism of a professor's grading policies and teaching methods, considering political correctness and the meaning of grades. An underlying concern is the issue of the teacher's homosexuality. Argues that the student's letter is symptomatic of the college's attempt to suppress oppositional pedagogy.

Mosadomi, Tola (1993).  Bridging High School and College Language Classes through the Multicultural Approach: The Case of Francophone Africa.  [Mid-Atlantic Journal of Foreign Language Pedagogy] 

The multicultural approach to French language teaching and learning brings richer and more culturally diverse elements into the classroom and makes learning more enjoyable. While it improves people's understanding of other cultures, it is also a faster and more economic way to learn about them. The gap between foreign language education in high schools and colleges or universities must be narrowed until it becomes completely bridged; a multicultural approach can do this and more. Knowledge of the French language should not be limited to the "mother nation" only but should include the French Caribbean, French Canada, the Francophone of South-East Asia, French-speaking Europe and Africa, and Louisiana. | [FULL TEXT]

Moseley, David; Higgins, Steve; Bramald, Rod; Hardman, Frank; Miller, Jen; Mroz, Maria; Tse, Harrison; Newton, Doug; Thompson, Ian; Williamson, John; Halligan, Jean; Bramald, Sarah; Newton, Lynne; Tymms, Peter; Henderson, Brian; Stout, Jane (1999).  Ways forward with ICT: Effective Pedagogy Using Information and Communications Technology for Literacy and Numeracy in Primary Schools. 

This report reviews and summarizes the findings of a research and development project investigating effective pedagogy using Information and Communications Technology (ICT) in literacy and numeracy in primary schools in Great Britain. It also provides information about the main stages of the research process and the model of teaching and learning underpinning the team's approach to supporting and investigating teachers' development, and it provides illustrations of effective practice rich enough to encompass the complexity of the choices teachers have made in deciding when, when not and how to use ICT to strengthen their teaching in literacy and numeracy. Included in the report are a number of examples illustrating effective use of ICT by teachers. After a summary and an outline description of the project, the report presents 12 illustrations showing how teachers in the project used ICT to support their teaching of literacy and numeracy; these illustrations are the main outcomes from the development work and its analysis. | [FULL TEXT]

Moseley, Merritt, Ed. (1992).  Asheville Institute on General Education (Asheville, North Carolina, June 7-12, 1991). Proceedings. 

This proceedings report presents the speeches and panel discussions given at an annual meeting held at the University of North Carolina; Asheville, that focused on improving general education at American colleges in two broad areas: history and culture, and mathematics and science. The report begins with lists of speakers, consultants, and participants and continues with selected excerpts from addresses, panel discussions, and workshop presentations. Briefly discussed are some issues of general education reform suggested by the faculty teams' post-conference reports on the impact of their work at Asheville. The report concludes with a 67-item bibliography. Speeches presented are as follows: "The Theory and Practice of Science: The Place of Science in General Education" (Robert Pollack); "'But 'twill serve'' (James Redfield); "Disciplinary Culture and General Education: What Can We Learn From Our Learners" (Sheila Tobias); "Predictors of Success in General Education" (Alexander S. Astin); "On Science and General Education" (Ezra Shahn); "General Education in History and Culture: Overview of Practices" (Carol G. Schneider); "The Purposes of General Education and Implications for Pedagogy" (Virginia Smith); "The Ecology of General Education" (Patrick J. Hill); "What They Took and What They Learned: Learning from Assessment and Transcript Analysis" (James L. Ratcliff); and "The Realpolitik of Reforming General Education" (Zelda F. Gamson).

Mosenthal, James H.; Ball, Deborah Loewenberg (1992).  Constructing New Forms of Teaching: Subject Matter Knowledge in Inservice Teacher Education.  Journal of Teacher Education, 43, 5. 

Analyzes how staff at two inservice programs that helped elementary teachers develop constructivist teaching practices construed program subject matter, noting the role they assigned subject matter in helping educators learn to teach. The reformist pedagogy used a principled conception of subject matter. Developing teachers' subject matter knowledge was not emphasized.

Moser, Susanne, Comp.; Hanson, Susan, Comp. (1996).  Notes on Active Pedagogy: A Supplement to the Active Learning Modules. Hands-On! Developing Active Learning Modules on the Human Dimensions of Global Change. 

This supplement to the active learning modules summarizes some of the shared experience and wisdom on active pedagogy of module testers, pedagogy experts, and teachers. Among the issues addressed in the supplement are: hints to facilitate teaching an active learning module; suggestions for instructors who are new to a particular location and who might find it difficult to teach about or use examples from a region with which they are not familiar; and suggestions on student assessment (i.e., what to look for in students' performances and responses.) Contains 13 suggestions for further reading. | [FULL TEXT]

Moshenberg, Daniel (1992).  The Problem with Note-Taking.  Composition Studies/Freshman English News, 20, 2. 

Discusses how writing teachers translate literacy into empowerment. Considers the examples of notes passed from student to either another student or the teacher. Proposes a pedagogy of appreciating student writing rather than treating it as inferior or idiotic.

Mowery, Diane (1993).  The Phrase of the Phallic Pheminine: Beyond the "Nurturing Mother" in Feminist Composition Pedagogy. 

Theories of phallic authority outlined by Jaques Lacan, Sigmund Freud, and Luce Irigaray suggest that one can effectively undo authority only from a position of authority, a position that traps feminists within the very phallic economy they hope to subvert. Attempting to avoid this trap, feminist pedagogues have made a distinction between "bad" authority and "good" authority by assuming the role of the "nurturing mother" rather than the "authoritative father." This brand of feminist pedagogy remains as much a function of the phallic phantasy as does traditional pedagogy. The job of the pedagogue is to bring and keep student language within the lines of legitimacy. What these feminist pedagogies offer is a simple reversal of privilege, from the Father to the Mother, which leads nowhere new. What is needed is a different game entirely, a way out of the old stories, out of Oedipal subjectivity, out of the binary system itself. A pedagogy of laughter could mimic phallic authority in the classroom in a way that would pervert its authenticity. Authority would then find itself enacted as a pedagogical performance--a parody or pastiche--informed by the notion that persons cannot be masters of a language that commands them. Authority would not be renounced, rather it would be enacted in a way that would expose its illusoriness. It would become laughable. (A 35-item bibliography is attached.) | [FULL TEXT]

Mueller, Marlies (1991).  Cultural Literacy and Foreign Language Pedagogy.  ADFL Bulletin, 22, 2. 

Addresses the continued need for teaching cultural literacy as an integral part of second-language courses and examines the problem of which literature and what culture should be taught. Canon formation is discussed as a means by which students can be sensitized to foreign cultural differences and developments that can enhance communication and understanding. (10 references)

Mueller, RoseAnna M. (1993).  Teaching beyond the Quincentennial.  Hispania, 76, 3. 

The Quincentennial produced many resources in several media that can be incorporated into foreign language pedagogy at all levels. This article identifies sources in the following categories: movies and videos; coffee table books; source books and textbooks; magazines, journals and articles; and games.

Muffo, John A. (1999).  A Comparison of Findings from Regional Studies of Institutional Research Offices.  New Directions for Institutional Research, 26, 4. 

A review of studies of U.S. and Canadian college and university institutional research offices finds a traditional focus on size, organizational location, professional preparation, and primary tasks. Suggests the emergence of four trends related to: (1) technology, (2) demographics, (3) emphasis on pedagogy, and (4) national, regional, and state policy shifts.

Muffoletto, Robert, Ed.; Knupfer, Nancy Nelson, Ed. (1993).  Computers in Education: Social, Political, and Historical Perspectives. Media Education Culture Technology. 

This book is a collection of new works that inquire into the nature of media and technology as found and practiced in the social world of schooling. It creates a forum for investigating the social, institutional, historical, and epistemological relationships between media, education, culture, and technology. Contributions to the book include: (1)"Social Science, Social Movements, and the Production of Educational Technology in the U.S." (Thomas S. Popkewitz and David S. Shutkin); (2) "Education as Marketplace" (Howard Besser); (3) "Technology in Education: An Historical Perspective" (Alfred Bork); (4) "The Expert Teaching Machine: Unpacking the Mask" (Robert Muffoletto); (5) "The Mythical Anxieties of Computerization: A Barthesian Analysis of a Technological Myth" (Andrew R. J. Yeaman); (6) "Educational Technology, Curriculum Theory, and Social Foundations: Toward a New Language of Possibility" (J. Randall Koetting); (7) "Instructional Design and Human Practice: What Can We Learn From Grudy's Interpretation of Habermas' Theory of Technical and Practical Human Interests?" (Michael J. Streibel); (8) "Teachers and Educational Computing: Changing Roles and Changing Pedagogy" (Nancy Nelson Knupfer); (9) "Reading Educational Computer Programs" (Ann DeVaney); (10) "Aesthetics and the Social Production of Computer Graphics" (Kerry Freedman); (11) "A Learning Drama Approach to Using Computers with At-Risk Students" (Stanley Pogrow); (12) "Economic, Political, and Social Considerations in the Use of Global Computer-Based Distance Education" (Marina Stock McIsaac); and (13) "Computers and Copyright Concerns" (Landra L. Rezabek). The book contains a prologue about the contributing authors. References accompany each contribution.

Mullens, John E. (1995).  Classroom Instructional Processes: A Review of Existing Measurement Approaches and Their Applicability for the Teacher Followup Survey. Working Paper Series. 

This paper describes current efforts to collect data on classroom instructional processes and to recommend ways to advance those efforts. The paper begins with a review of current survey methods for gathering such data; it continues with an evaluation of their appropriateness for use in the Teacher Followup Survey (TFS) (Schools and Staffing Survey); and it concludes with a recommendation for the 1994-95 TFS of specific types of survey items that would provide national estimates of important elements of classroom instructional processes. It then briefly establishes the criteria by which existing approaches to data collection are evaluated. These are: (1) relationship to student achievement; (2) relevance to policy; (3) appropriateness for the TFS sample; and (4) item level of specificity. Within the parameters of the four critical dimensions encompassing the instructional process and related elements--pedagogy, professional development, instructional materials and technologies, and topical coverage within courses--existing measurement approaches are presented, described, and analyzed. Finally, by employing the evaluation criteria to assess the appropriateness and applicability of these approaches for incorporation in the TFS, an approach is recommended that is suited to the particular requirements of that nationally representative sample. Survey instruments are listed in an appendix. | [FULL TEXT]

Muller, Johan (1998).  The Well-Tempered Learner: Self-Regulation, Pedagogical Models and Teacher Education Policy.  Comparative Education, 34, 2. 

Considers South African curriculum reforms borrowed from New Zealand--outcomes-based education and a national qualifications framework--in terms of development of self-regulated learners and the kinds of teachers needed for such learners. Analyzes the implicit pedagogical logic of performance and competence models of pedagogy, and concludes that South Africa's reforms embody incompatible logics. Contains 36 references.

Mullin, Joan (1993).  When What We Say Isn't What We Do: Learning To Collaborate All over Again. 

For many years, writing centers have based their pedagogy on "collaboration." Now it is time to reflectively examine whether tutorial collaborations actually correspond to those definitions on which it is generally assumed they are based. Current practices assume that "collaborative" practices include non-authoritative pedagogy that fosters students' independence to compose and promotes their ability to critically assess their own writing. But is this true? Brian Street ("Literacy in Theory and Practice"), Suzanne Clark and Lisa Ede ("Collaboration, Resistance, and the Teaching of Writing") suggest that teachers look at their classroom collaborations and determine just what it is that they are promoting. Unless they do, they risk maintaining and supporting the very structures of disempowerment they claim to resist. (Transcripts of two exchanges between a writing-center tutor and a student, and a five-item bibliography are included.) | [FULL TEXT]

Mullin, Joan A. (1994).  Feminist Theory, Feminist Pedagogy: The Gap between What We Say and What We Do.  Composition Studies/Freshman English News, 22, 1. 

Uses French feminist theory and the imagery of hands to explore what has been called the hidden or atrophied essence of feminism. Explains how pedagogy derived from such a conjunction enables students to write critically, break bonds of domination, and celebrate choice. Shows how to transfer these theories into classroom practice.

Mullinix, Bonnie B.; Comings, John (1994).  Exploring What Is: An Examination of Mathematics Instruction in Adult Basic Education Learning Environments. 

While special care is needed to adapt approaches and strategies to the instructional requirements of adult populations, the innovative learning experiences inspired by the NCTM Curriculum and Evaluation Standards for School Mathematics are examples of good pedagogy that integrate nicely into an androgogical learning environment. This paper presents an overview of a study designed to identify and examine key factors that influence Adult Basic Education (ABE) mathematics instruction in Massachusetts and to develop a detailed picture of the adult basic mathematics learning environment. Example profiles of adult mathematics learners and instructors, along with glimpses into ABE and ideal mathematics classrooms, are given. Tables comparing reality with NCTM and ABE standards, recommendations for mathematics instruction, and the Research into Adult Basic Education Mathematics Project generalized research framework are included. | [FULL TEXT]

Mullins, Sandra L. (1997).  Images of Democratic Educators. 

This paper is based on a year-long inquiry into the possibility of democratic education in traditional environments. The study was guided by the questions: (1) what are the teacher qualities needed to transcend the structures of schooling to engage in democratic practices?; and (2) how are these practices manifested in the classroom? The researcher interviewed and observed three secondary social studies teachers who expressed a commitment to democratic ideals. The results of the study were that it is the personal and moral commitments of the educator that allow democratic pedagogy to take place. Pedagogical identity is formed from personal human characteristics and is characterized as an integrated identity as opposed to the rational-technical model prevalent in school settings. Teacher qualities that constituted pedagogical identity were depicted as residing in the moral, intellectual, and personal dimensions of human personality. The teachers in the study practiced democratic education by moving into the free spaces of the structures of schooling. In these free spaces, teachers created a democratic classroom climate, used connected knowledge, and promoted active learning. | [FULL TEXT]

Munns, Geoff; McFadden, Mark; Simpson, Lee; Faulkner, Karen (1999).  "Do I Beat 'Em or Join 'Em?" Individual and Collective Adaptations Leading to School Success among Minority Group Students in Australia. 

A symposium compared the nature and experiences of schooling for Aboriginal Australians and Vietnamese immigrants to Australia. An introduction draws on John Ogbu's distinction between voluntary and involuntary minorities, provides background on the situations of indigenous peoples and Vietnamese immigrants in Australia, and suggests that cultural differences and the different relationships among these groups and the dominant population have implications for the pedagogical strategies used with these groups. "The Polarisation of Academic Achievement and Behaviour among Vietnamese Australian Students" (Karen Faulkner) looks at a striking contrast: Vietnamese youth in Australia are overrepresented among university, medical, law, and engineering students and also among prison inmates and the unemployed. Four waves of Vietnamese refugees and immigrants since 1975 had different settlement experiences with differing impacts on their educational, occupational, and social mobility. In addition, different ethnic groups within the Vietnamese immigrant group may have responded in different ways to their minority status and experiences. "The Battle To Remain on Higher Ground: School Curriculum and Pedagogy versus Culturally Supported School Resistance" (Mark G. McFadden, Geoff Munns, Lee Simpson) discusses school rejection among indigenous Australian boys as a culturally supported masculine response embedded within a complex community and educational context. A study of Aboriginal high school boys who remained in postcompulsory education against seemingly overwhelming odds examined the complex social and cultural processes that supported their academic persistence and caused them to reject their peers' resistance to school. (Each paper contains references.) | [FULL TEXT]

Murchland, Bernard, Ed. (1991).  Higher Education and the Practice of Democratic Politics: A Political Education Reader. Kettering Political Education Series. 

This book is a collection of essays on political education for democratic citizenship in higher education developed out of meetings over 5 years of a small group of faculty, administrators and students who gathered to discuss the way academia was educating young people for political responsibility. Following a foreword and an introduction by Bernard Murchland, the 21 papers are: "Democracy in America: Bringing It All Back Home" (J. Peter Euben); "Strengthening Citizenship" (Robert B. Woyach); "The People Shall Rule" (Sara M. Evans and Harry C. Boyte); "The Nature and Nurture of Public Life" (Parker Palmer); "Civic Intelligence" (David Mathews); "The Public Realm" (Hannah Arendt); "The Primacy of Political Education" (Amy Gutmann); "Civic Education and the Liberal State" (William Galston); "A Renewal of Civic Philosophy" (William Sullivan); "On Participation" (Hanna Fenichel Pitkin and Sara M. Shumer); "Toward a Cultural Democracy" (Manuel Ramirez and Alfredo Castaneda): "Democracy, Deliberation, and the Experience of Women" (Jane Mansbridge); "The New Cultural Politics of Difference" (Cornel West); "The Civic Mission of the University" (Benjamin R. Barber); "The Liberal Arts and Civic Education" (Ralph Ketcham); "Embracing Diversity as a Central Campus Goal" (Daryl G. Smith); "Civic Education, Liberal Education, and Democracy" (J. Donald Moon); "Education, Autonomy, and Civic Virtue" (Richard Dagger); "Some Reflections on Civic Education and the Curriculum" (Elizabeth K. Minnich); "The Difficult Dialogue of Curriculum Transformation" (Johnnella E. Butler); and"Critical Pedagogy and the New Politics of Cultural Difference" (Henry A. Giroux). | [FULL TEXT]

Murillo, Enrique G., Jr. (1996).  Pedagogy of a Latin-American Festival: A Mojado Ethnography. 

This paper describes and reflects on the pedagogical meaning of a festival held to showcase and celebrate Latin American culture in a North Carolina town undergoing a cultural transition as its Latino population grows. Following a successful event the previous year, a 2-day festival was organized to include a soccer tournament, booths selling Latin American food and products, community service agencies, children's activities, cultural exhibits, leadership development workshops, and both a disc jockey and live music. Recently relocated from the Southwest, the Chicano ethnographer found himself moving beyond description to grapple with the broader context of the cultural dynamics at play and questions of identity--his own and others'. A "double-voiced" analysis examines community and personal aspects of the experience. The paper tells the story of cultural workers, negotiating space and co-constructing a renewing social memory. It addresses transfusion of culture, reinvention of self, and ongoing assessment of status and condition in a new social context. The festival is framed as a site of cultural production and practice: a site of symbolic contestation, inherently pedagogical and expressive. Cultural images and myths from lived experience become a viable form of knowledge to be reworked and reinterpreted. Past, present, and future are woven together to become an educative enterprise that shapes the town's social and cultural landscape. This ethnographic account explores those moments of dynamic interplay between researcher and subject when experience becomes expression; autobiography becomes discourse; and in the passageway between worlds, one intermittent and emergent identity informs the other. Contains 51 references. | [FULL TEXT]

Murillo, Enrique G., Jr. (1997).  Pedagogy of a Latin American Festival.  Urban Review, 29, 4. 

Studies the cultural images and knowledge produced by a Latin American organization in the U.S. south as it plans and produces a Latin American festival. In addition, the complexity of the ethnographic portrayal of the festival is described, with implications drawn for other ethnographic studies.

Murphy, Kathleen V. (1992).  Feminist Pedagogy and Student Constructions of Knowledge and Female Authority. 

A college composition instructor who approached her course from a feminist perspective found it difficult to overcome students' arguments and frustration until she obtained the help of an ethnographer. The ethnographer got involved with the instructor's evening classes on a regional campus for an entire semester. It was discovered that male and female students in the class were operating along very different intellectual and moral schemes and were reacting differently to the instructor's authority. Male students were less willing to accept the female instructor's sources of knowledge and to share their own writing with the rest of the class. The women in the class, many of whom were mothers, appeared to feel responsibility to their classmates, especially if it meant they could be instructive. In retrospect, it would have been helpful to understand differences in male and female cognitive and moral development and to learn where each student seemed to be in his or her development. The goal would be to engage all students in a dialogue that recognizes both genders' ways of knowing, so that the teacher could teach instead of struggling against students' hardened resistance to change.

Murphy, Patricia F., Ed.; Gipps, Caroline V., Ed. (1996).  Equity in the Classroom: Towards Effective Pedagogy for Girls and Boys. 

This collection of essays examines international trends in subject performance throughout schooling in the areas of science, mathematics, technology, French, English, and information technology. It also looks critically at a range of interventions in different contexts and countries addressing a range of purposes all aimed at enhancing equity in schools and higher education institutions. Essays are: (1) "Defining Pedagogy" (Patricia Murphy); (2) "A Girls' Pedagogy In Relationship'" (Jane Roland Martin); (3) "Citizenship, Difference and Marginality in Schools: Spatial and Embodied Aspects of Gender Construction" (Tuula Gordon); (4) "The Pedagogy of Difference: An African Perspective" (Sheila Parvyn Wamahiu); (5) "Gender Identity and Cognitive Style" (John Head); (6) "Scholarship, Gender, and Mathematics" (Elizabeth Fennema); (7) "Girls and Information Technology" (Karen Littleton); (8) "Research on English and the Teaching of Girls" (Janet White); (9) "Girls' Achievement in Science and Technology--Implications for Pedagogy" (Jan Harding); (10) "Is There a Space for the Achieving Girl" (Michele Cohen); (11) "A Socially Just Pedagogy for the Teaching of Mathematics" (Leone Burton); (12) "Redefining Achievement" (Gaell M. Hildebrand); (13) "Single-Sex Settings: Pedagogies for Girls and Boys in Danish Schools" (Anne-Mette Kruse); (14) "Intervention Programs in Science and Engineering Education: From Secondary Schools to Universities" (Sue Lewis); (15) "How Do We Get Educators To Teach Gender Equity?" (Jo Sanders); (16) "Gender, Teachers and Changing Practices: Voices from Schools" (Liz Wyatt; Jo Whitehead; Christina Hart); (17) "The Emotional Dimensions of Feminist Pedagogy in Schools" (Jane Kenway; Jill Blackmore; Sue Willis; Leonie Rennie); and "Review and Conclusions: A Pedagogy or a Range of Pedagogic Strategies?" (Caroline Gipps).

Murphy-Judy, Kathryn A. (1990).  Video Pedagogy for Internationalizing the Business Curriculum. 

A presentation on maximizing the use of video in the business language classroom looks at why video pedagogy can be effective and outlines a variety of classroom viewing strategies aimed at different learner levels and instructional objectives. These strategies involve using the visual only or focusing on certain aspects of the sound track, and include pre-viewing, viewing, and post-viewing activities. A series of teacher questions and class activities for pre-, during-, and post-viewing are listed for use with a specific videotape. Relevant portions of the text are appended. A University of Iowa source for a wide range of videos for French, Spanish, and German is described, and a number of additional sources for instructional materials, including videodisks and satellite programming, are listed, with addresses. A brief list of references is also provided. | [FULL TEXT]

Murray, Frank B., Ed. (1996).  The Teacher Educator's Handbook: Building a Knowledge Base for the Preparation of Teachers. The Jossey-Bass Education Series. 

In this book, leading scholars address a range of issues, ideas, and research findings in the field of teacher education, examining specific disciplines, social foundations, and program structures, as well as school reform and diversity. Part One: The Need for a Knowledge Base contains five chapters: "Beyond Natural Teaching: The Case for Professional Education" (F. B. Murray); "The Changing Context of Teacher Education" (L. Darling-Hammond and V. Cobb); "Perspectives on Learning to Teach" (S. Feiman-Nemser and J. Remillard); "The Concept of a Knowledge Base" (R. Donmoyer); and "Research Genres in Teacher Education" (M. Kennedy). Part Two: Subject Matter Knowledge contains: "Pathway from the Liberal Arts Curriculum to Lessons in the Schools" (F. Murray and A. Porter); "A Knowledge Base in the Fine Arts" (L. Galbraith); "Changing the Subject: Teacher Education and Language Arts" (M. Amsler and E. Stotko); "Reading Curriculum and Instruction" (M. Graves and others); "Learning to Read and Learning to Teach Reading" (L. Ehri and J. Williams); "History, Philosophy, and Sociology of Science and Mathematics" (Z. Dagher and B. D'Ambrosio); "Teaching What Mathematicians Do" (L. Copes); "Science and Creationism: A Case Study in Biology " (National Academy of Sciences); and "Something Old, Something New: What Do Social Studies Teachers Need to Know?" (S. Wilson and G. W. McDiarmid). Part Three: The Discipline of Education contains: "Diversity in Education: Problems and Possibilities" (J. Ducette and others); "The Social Foundations of Education: Retrospect and Prospect" (S. McAninch and A. McAninch); "Foundations of Education and the Devaluation of Teacher Preparation" (G. Clabaugh and E. Rozycki); "Educational Psychology and the Teacher's Reasoning" (F. Murray); and "Parents, Families, and Communities: Opportunities for Preservice Teacher Education" (L. Young and P. Edwards). Part Four: Program Structures and Design contains: "Patterns in Prospective Teachers: Guides for Designing Preservice Programs (K. Howey and N. Zimpher); "Philosophical and Structural Perspectives in Teacher Education" (J. Grow-Maienza); "Program Structures and Learning to Teach" (R. Arends and N. Winitzky); "Program Pedagogy" (K. Carter and D. Anders); "Changes and Choices in Teaching Methods" (B. Stengel and A. Tom); "Educating Teachers for Restructured Schools" (M. Levine); and "Developing Practice through Field Experiences" (J. G. Knowles and A. Cole). Part Five: The Teacher Education Faculty and Their Work contains: "Development of the Teacher Education Professorate" (E. Ducharme and M. Ducharme); and "The Case for Formal Research and Practical Inquiry in Teacher Education" (V. Richardson).

Musgrove, Laurence E. (1993).  Classical "Topoi" and the Academic Commonplace. 

An investigation of the various ways the term "topos" is used in classical rhetoric reveals the limited range of invention strategies offered by academic discourse pedagogy. Donald Bartholmae's work on basic writing addresses the relationship of the commonplace to topical invention within academic discourse. Investigation of the history of rhetoric reveals five categories of topoi: (1) dialectical; (2) particular; (3) propositional; (4) common; and (5) predicable. The belief that composition students should have access to a wide range of invention strategies justifies investigation of any academic discourse pedagogy that focuses on the particular and the propositional topoi of a specific discipline at the expense of the variety of common and predicable topoi shared by all disciplines. Composition courses should offer students an introduction to the general means of persuasion under the genus "topoi." Instructors should also introduce students to the two species of general and specific topoi; and to their further sub-species, the dialectical, the common, the predicable, the particular, and the propositional. Students should move from the general to the specific, from a wide range of general strategies for analyzing whatever knowledge they discover and produce in any rhetorical situation in and outside academia to an understanding that specific discourse communities in and outside academia expect particular means of persuasion. | [FULL TEXT]

Musil, Caryn McTighe, Ed. (1992).  National Assessment Study of Women's Studies Classes. 

This final report on a national assessment study of what and how students learn in women's studies classes uses data from a three-year project that sought answers to key questions about women's studies curricula, feminist pedagogy, integrated and critical thinking, multiculturalism, what fosters learning communities, and how students integrate learning into their personal lives. Data were gathered from seven women's studies programs located at diverse educational institutions, whose faculty were trained in assessment methods by a national assessment team that functioned throughout the project as campus consultants. The study found that students felt that women's studies engaged them intellectually, made education a way of life, reestablished the centrality of teaching and student-centered learning, and helped them discover their own voices, engaged them in robust debate, and developed critical perspectives. Data also revealed that women's studies helped students understand different viewpoints and diverse people, and promoted the notion that they could and should actively shape their society. Three publications resulted from the project: "The Courage to Question: Women's Studies and Student Learning,""The Executive Summary of The Courage to Question," and "Students at the Center: Feminist Assessment." Appended to the report are further comments on the findings.  | [FULL TEXT]

Muyumba, Francois N. (1994).  The United Nations: Its Role and Place in African Education.  Social Education, 58, 7. 

Describes the paradoxical relationship between the United Nations and African nations. Asserts that the search for democracy, justice, equity, and education has forced many states to look with interest at the pedagogy of liberation. Discusses what is being taught about the United Nations in African schools.