Pedagogy | O

Oakes, Leslie S.; Townley, Barbara; Cooper, David J. (1998).  Business Planning as Pedagogy: Language and Control in a Changing Institutional Field.  Administrative Science Quarterly, 43, 2. 

Based on Pierre Bourdieu's work on power as symbolic violence, examines business planning's pedagogical function in Alberta, Canada's museum and cultural heritage sites. Control involves redirecting work and changing producers' identity and work understandings via construction of markets, consumers, and products. Control was achieved by pedagogic exclusion of nonbusiness activities. (120 references)

Oberman, Ida (1997).  Waldorf History: Case Study of Institutional Memory. 

This paper asserts that the century-old educational reform movement known as "Waldorf" is an instance of the tremendous potential that semiotic representation holds for school reform. It proposes that Waldorf's staying power is hidden in the reform's semiotic supports: its symbols, motifs, and rituals. Rather than presenting Waldorf's official history, the paper concentrates on the representational images of Waldorf's institutional identity, or how the institution "remembers" itself. It begins with a description of the design of Waldorf pedagogy and its successful dissemination in various countries throughout the world. It then constructs the "memory map" of Waldorf, describing how its foundation story, teacher training and teacher networks, annual festivals and daily verses, curricular ritual of eurythmy (a form of dance), architecture, and birthday celebrations of the original German school serve to perpetuate the institution. The paper concludes that these rituals together form constitutive elements in a powerful liturgy of remembrance, and that the charisma of Waldorf lies in its manifold ways of sacramentally re-producing the past as reality for the present and guidance for the future. Appendices present photographs and verses associated with Waldorf history. Contains 72 references. | [FULL TEXT]

Oberman, Ida (1997).  The Mystery of Waldorf: A Turn-of-the-Century German Experiment on Today's American Soil. 

At its inception, Waldorf education was not to be a special, "boutique" reform. Nor was it to cater to children of a higher social standing. In fact, Waldorf broke out of the hierarchically tracked education system present in turn-of-the-century Germany. The founding father, Rudolf Steiner, called for a "Volks" pedagogy, a schooling of the people for the people that bridged separate castes that had been hardened by emerging industrialization. This paper attempts to answer why this educational reform has such staying power, but also why informed educators now associate Waldorf with a "special education for special children"-special because they were to enjoy a human or "holistic education of the body, mind, and soul." The paper provides a discussion of the movement's founding in a tobacco factory in 1919, describing its "social pedagogy" and the intimate connection made between imagination and social interaction. Good education, in Waldorf philosophy, restores the balance between thinking, willing, and feeling, thus healing the social fabric upset by too much emphasis on thinking alone. The paper argues that the secret of Waldorf's time-resistant identity can be found in its foundation as a "free" school--free from external government constraints and free for imaginative and innovative faculty interaction; the establishment of Waldorf as a faculty-run institution was sharply different from existing models of reform. The paper also touches on three liabilities of the Waldorf philosophy: first, the binding of the "free" pedagogy with time-bound preconceptions of early twentieth century Germany; second, the original German curricular canon, with its nineteenth century definitions of culture; and third--specific to the United States-the translation of "freedom from the Prussian state' into the voucher-based drive for "freedom from the community." Contains 54 references. | [FULL TEXT]

O'Brien, Charlotte W. (1992).  A Large-Scale Assessment to Support the Process Paradigm.  English Journal, 81, 2. 

Asserts that writing assessment should reflect current composition pedagogy, and offers a design to assess process writing. Discusses the development of the scoring criteria and the selection of range finders, as well as the standardization of training and scoring procedures.

O'Brien, David G.; And Others (1995).  Why Content Literacy Is Difficult to Infuse into the Secondary School: Complexities of Curriculum, Pedagogy, and School Culture.  Reading Research Quarterly, 30, 3. 

Contends that the goals and methods of content literacy instruction (integrating content area reading and writing across the curriculum) are paradoxical. Content literacy instruction confronts deeply embedded values as a radical pedagogy, yet it represents nothing new when shaped to fit traditional curricular goals. Explores this paradox through the complexities of secondary schooling. Offers an alternative to the traditional infusion model.

O'Brien, Jennifer (1994).  It's Written in Our Head: The Possibilities and Contradictions of a Feminist Poststructuralist Discourse in a Junior Primary Classroom. 

A study examined from a feminist poststructuralist perspective the discourses available in a classroom using a critical pedagogy, based on a belief that teaches need to make it possible for their students to question the social world constructed in texts. The teacher of an Australian junior primary classroom (with students age five to eight) took as her starting point a critically-based literature advocating the introduction of a critical discourse into classrooms. The teacher also took into account the impact of poststructuralist prediction of multiplicity, contradiction and possibility on research and pedagogical positions. To scrutinize the discursive practices around this critical pedagogy, the teacher/researcher made multiple readings around two fiction texts, revealing both the contradictory discourses and the possibilities available in a classroom where a critical pedagogy with a feminist poststructuralist emphasis underpinned reading instruction. Results indicated that: (1) the critical discourse the teacher made available was taken up differentially by girls and by boys; (2) students' existing practices associated with old positions concerning the meaning in the texts were preserved; and (3) some girls did take up new, socially-critical positions. Findings suggest both problematic aspects and possibilities for change of introducing into the classroom a new discourse which both problematized existing discursive practices; and where, at the same time, these existing discourses were taken for granted. | [FULL TEXT]

Ochse, Roger (1997).  The Pedagogy of Disclosure: Class Letters Fostering Partnerships between Instructor and Students. 

Beginning college writers often approach the writing classroom with attitudes of fear and alienation. Fostering partnerships between instructor and students allows these writers to extend their private selves, affirm their identities, and connect to larger audiences. Letter writing can help establish an authentic connection between instructor and student, where the instructor can serve as a mediating audience through which students can test their authority and negotiate their otherness. Students can also relate to each other in cooperative and noncompetitive ways as writers in a writing community. It is the pedagogy of disclosure, through the intervening and enfolding use of the class letter, that can bring students into the community of writers--taking them away from writing as alienating work and into a world of mutual respect and support. As a motivating vehicle, class letters can encourage a climate of incremental risk where the self is revealed both to the reader and the writer. In the ensuing process of validation, students gain authority over their writing, a methodology that extends to their more formal assignments.  | [FULL TEXT]

Ochse, Roger, Ed. (1998).  Research and Scholarly Work Symposium, 1996-1997. 

This collection of papers for both the 1996 and 1997 Research and Scholarly Work Symposium includes: "Tip-of-the-Tongue Phenomenon in Older Adults" (Cheryl Anagnopoulos and Robert Johnson); "Beyond Being a Tool: Using Computer Technology in Secondary Schools to Create Meaning via Nonlinear Forms of Communication" (Mary-Ann Pomerleau); "Personal Values and Environmental Attitudes Effect on Pleasure Trip Preferences" (Claudia Jurowski and Gordon Walker) "Class Letters and the Pedagogy of Disclosure" (Roger Ochse); "Geographical Education: A Curriculum Analysis" (Roger P. Miller); "Using Hypercard to Create Classroom Management Case" (Roger Wolff and Perry Passaro); "Effects of an Explicit Reflective Writing Strategy on Students' Concept Development and Attitudes Toward Science" (Derrick R. Lavoie); "Sports in Australia: A Reflection of Culture" (Roger Miller); "2+2=5: Using Critical Thinking to Transform Individual Term Papers into Collaborative Research Projects" (Roger Ochse); "From Plato to Cyberspace: An Introductory Interdisciplinary Internet Course" (William J. Bogard); and "Middle Level Teacher Beliefs and Middle Level Reform" (Sandee Schamber). (All papers contain references.) | [FULL TEXT]

O'Connor, Ellen Swanberg (1993).  People Skills as a Discipline, Pedagogy, and Set of Standard Practices.  Journal of Management Education, 17, 2. 

A practical definition of "people skills," or interpersonal competence, that is grounded in linguistic and management theory is offered, and ways of incorporating development of such skills into the business curriculum are suggested. A view of people skills that complements the traditional emphasis on analytical skills in management education is proposed.

Oelkers, Jurgen (1991).  Is Secular Pedagogy Possible?  European Education, 23, 3. 

Suggests that, although secular education exists, it historically has been influenced by Christian beliefs. Argues that pedagogical theory, as moral, is not prepared for the economic orientation of contemporary culture. Explains that educational theory did not break with religion as the sciences did. Concludes that no pedagogy exists that avoids religious interpretive patterns.

Oesch, Debbie (1996).  Accommodating Difference: Native American English Education--Reexamining Past Assumptions and Recognizing Socio-Political Influences. 

J.D.C. Atkins, Commissioner of Indian Affairs from 1885-88, asserted, "No unity or community of feeling can be established among different peoples unless they are brought to speak the same language, and thus become imbued with like ideas of duty." Educators at government-operated Native American boarding schools embraced this assumption and heralded English as the key to assimilating Indian children into an Anglo society. Therefore, language became the lens used to modify the student's vision, and rhetorical theory influenced which lens was prescribed. A need for nationwide conformance to Standard American English practices was implied with the claim that this would insure access by all to the stereotypical "American Dream." Educators in the 1880s seem to have been influenced by the work of rhetoricians George Campbell and Hugh Blair. Blair emphasized memorizing and translating in the practice of speaking and writing English. The Carlisle Indian School's General Richard Henry Pratt's views of Native American education were tinted by his own limited experiences; he required students to participate in classroom regimentations where they repeated English phrases and copied English words from examples provided. Pratt attempted to force his perspectives onto a divided and oppressed people--his vision contributed to the blinding confusion inherent amidst cultural genocide and destitute poverty. Approaches to pedagogy--the way usage and style are undertaken, or not--are often determined by socio-politically or culturally charged assumptions which generally proceed unexamined. (A chronology and 7 references are appended.) | [FULL TEXT]

Ogbu, John U.; Simons, Herbert D. (1998).  Voluntary and Involuntary Minorities: A Cultural-Ecological Theory of School Performance with Some Implications for Education.  Anthropology & Education Quarterly, 29, 2. 

Describes the classification of minorities developed by J. Ogbu as autonomous, voluntary (immigrant), and involuntary (nonimmigrant) and explains Ogbu's cultural ecological theory of minority school performance. Implications of the theory for pedagogy are explored. The typology of minority groups is regarded as a heuristic device for analysis.

O'Hara, Hunter (1998).  The School of Transcendence. 

This paper discusses the nature of a theoretical school of transcendence as conceived by participants in a graduate course on the topic of transcendence in teacher-learner relationships. Transcendent teacher-learner relationships are spontaneously occurring ones in which teacher and learner transcend their traditional interactive roles. During the encounter, a turning point occurs for one or both participants, and life goals are altered or changed. The school of transcendence is designed to support transcendent pedagogy and interpersonal relationships. A study, comprised of students enrolled in the early childhood master's degree program at Towson University (Maryland), was conducted in which students were asked to theorize how a school characterized by trancendence might look and feel. Based on data collected, this paper contrasts the school of transcendence with the traditional school in terms of: philosophy and approach to creating learning encounters; curricula; planning and scheduling, assessment and evaluation; physical space; and school community interpersonal relationships. The paper discusses the traditional school as a place of violence, contrasting it with the safe environment of the school of transcendence, and it explains governance in the school of transcendence. Finally, the paper identifies transcendence-oriented approaches currently implemented in Reggio Emilia schools and presents a series of metaphors for the school of transcendence to help synthesize the data presented. | [FULL TEXT]

Oja, Sharon Nodie; And Others (1995).  Integrating Mathematics and Science at the Middle/Junior High School Level Using Collaborative Action Research: The Voices of Teacher-Directed Change. 

Teams of teachers from four middle/junior high schools, in collaboration with faculty from the University of New Hampshire and consultants from the New Hampshire State Department of Education, implemented systemic changes in the teaching of mathematics and science. The curriculum goal was to design, adapt, implement, and evaluate hands-on, inquiry-oriented integrated mathematics and science units. Adolescents, teachers, professors, alternative assessments, national standards, and integrated curricula were wound together in a collaborative approach. This paper describes project expectations, changes brought about by the project, the project's basis in constructivist pedagogy, redefinition of participants' roles, teacher empowerment, student empowerment, conditions of change, recognition of growth and change, the community of learners, and the products of change. | [FULL TEXT]

O'Keefe, Joseph M. (1994).  Theory and Practice of Leadership: Students' Perspectives. 

In fall 1993, 13 graduate students at Boston College (Massachusetts) completed a seminar entitled Administrative Theory and Leadership. This paper examines the students' perspectives on the interplay between theories of educational leadership and the narratives of practicing administrators. As part of their assigned coursework, each of the students conducted interviews with two practicing administrators about their definitions of the terms "leadership,""administration," and "management." A total of 24 interviews, the work of 12 students, were reviewed. The narrative analysis indicated that the practicing administrators viewed leadership and administration as different concepts; they recognized the existence of a chasm between rhetoric and reality, particularly in the domain of ethics; and they expressed skepticism about the usefulness of administrative theories. It is concluded that administrative theories and knowledge need to consider the institutional context in which they exist. Programs of administrator education need to include a "pedagogy of possibility," which starts with field work and student-faculty learning. Contains 46 references. | [FULL TEXT]

O'Laughlin, Michael (1991).  Undergraduate and Graduate Student Teachers' Developing Understandings of Teaching and Learning: Report of a One-Year Journal Study and Follow-Up Interviews. 

This study of student teachers' beliefs was conducted to track changes in their beliefs about teaching and examine the role of academic and practical experiences in modifying these beliefs. The primary focus of this paper is the evolution of methodology, with extracts from three case studies presented to illustrate the direction the research is taking. The research design includes both journal keeping by the students and narrative interviews on conceptions of epistemology, agency, and pedagogy. (A pilot draft of the interview protocal is included: it contains 34 questions asked of all students, a space for questions on specific themes that emerge from students' journals, and 2 questions on final thoughts.) Preliminary conclusions suggest that teacher beliefs do not exist as uniform ideological entities. Student teachers struggle with: their own histories and autobiographies; the ideal conception of pedagogy presented in their courses; adaptation or resistance to the powerful socialization pressures intrinsic to relationships with cooperating teachers; transformation in an education system locked into reproducing itself; and reconstruction of their own autobiographical and professional identities under all of these competing pressures and expectations. The conclusion is that no generic student teacher exists. | [FULL TEXT]

Olabode, Afolabi (1995).  Categories in AFL2 and Implications for Pedagogy. 

An analysis of the trend in teaching African languages as a second or foreign language (AFL2) looks at patterns in the objectives of AFL2, teachers and learners, and instructional environments. Three basic program objectives in AFL2 are distinguished: language proficiency (basic conversation); language competence (close to native skills); and knowledge for linguistic analysis. Four types of language teacher-learner combinations are identified: native-speaking teachers qualified in language teaching who have a common language with the learners, adequate for teaching and learning; native-speaking qualified teachers with a common language not adequate for teaching and learning; unqualified, non-native-speaking teachers who have a common language with learners, adequate for teaching and learning; and unqualified, native-speaking teachers without training in the language or linguistics, and learners. Four locations of instruction are noted: in the learner's home country; and three areas outside the learner's home country (Europe; America; and Asia). Implications for AFL2 of these variations are discussed. An ongoing project in Japan in which Yoruba is taught as a second language by two different methods (bilingual and direct/monolingual) is described, and issues arising within this context are examined. Suggestions are made for advancing AFL2. Contains 13 references. | [FULL TEXT]

Oldenski, Thomas (1997).  Liberation Theology and Critical Pedagogy in Today's Catholic Schools: Social Justice in Action. Garland Reference Library of Social Science, Volume 1106. Critical Education Practice, Volume 11. 

The relationship among schooling, religion, and social justice in a framework of theory and practice is explored in this book. Emphasis is placed on the importance of integrating critical discourse with Catholic education. Values underlying liberation theology and critical pedagogy epitomize the characteristics of good Catholic schooling. The study examines Vincent Gray Alternative High School (St. Louis, Illinois). The reasons for the high rate of success of Catholic schools in poor urban environments are discussed and the text demonstrates that a commitment to social justice can enhance the life chances of disadvantaged students in all schools. The book has nine chapters: (1) "What's 'This' All About?"; (2) "Catholic Schools: An Identity Crisis"; (3) "What the Research Reveals About Catholic Schools"; (4) "Critical Discourses of Liberation Theology and Critical Pedagogy"; (5) "Catholic School: A Home for Critical Discourses"; (6) "Student Voices"; (7) "Voices of Administrators"; (8) "The Voices of the Teachers"; and (9) "Reflections."

Olech, Carol A. (1999).  The Relationship between Teachers' Pedagogical Beliefs and the Level of Instructional Computer Use. 

This study examined the relationship between elementary teachers' pedagogical beliefs and the level of their instructional computer use. Participating teachers had 2 years of experience using a computer network that provided students with an integrated learning system, several word processing packages, desktop publishing, a multimedia encyclopedia, and a presentation program. Teachers completed a 57-item questionnaire that assessed the criterion variable, level of computer use, and several independent variables (pedagogical orientation, innovativeness, computer relevance, computer self-competence, and subjective norms). One of the scales assessed pedagogical orientation and categorized teachers as having behaviorist, information-processing, or constructivist beliefs. Findings indicated that teachers were eclectic in their pedagogical orientation. There was a negative correlation between behaviorist beliefs and level of computer use. Teachers who embraced an information-processing pedagogy had a significantly higher level of computer use than did their behaviorist counterparts. Constructivist teachers' level of computer use was slightly less than that of the information-processing teachers, but was not significantly different from either the behaviorist or information-processing group. Once the personal variables of the teacher were used to predict level of computer use, the pedagogical orientation did not significantly contribute to the prediction of the model. Recommendations were made for the refinement of the questionnaire and for continued research in the relationship between teachers' pedagogical beliefs and instructional computer use.   | [FULL TEXT]

Olguin, R. A. (1991).  Classroom Culture and Cultural Diversity: Teaching in the Crossfire.  Liberal Education, 77, 1. 

Most university pedagogy involves emptying useless or subversive knowledge from a student's head and filling it with relevant and productive information, and all students are taught the same. Pedagogy should involve teaching students to hear what a text says to them, raising the level of reflection, and encouraging students to take charge of their education.

Oliker, Michael A., Ed.; Blacker, David, Ed.; Cunningham, Craig, Ed.; Stark, Thomas I., Ed. (1999).  Proceedings of the Midwest Philosophy of Education Society, 1997-1998. 

These proceedings are composed of the papers presented at the 1997 and 1998 Annual Meetings of the Midwest Philosophy of Education Society. The 1997 papers include: "The Role of Cognitive Science in Philosophy of Education" (Jerome A. Popp); "On Accountability and Accreditation in Teacher Education: A Plea for Alternatives" (Gary D. Fenstermacher); "Searching for Teacher Education Programs that are Consistent with Democratic Ideals--A Response to Professor Fenstermacher" (Ronald Swartz); "On Anti-Intellectualism in Popular Culture: Bud Abbott, Lou Costello, and Lon Chaney, Jr. Go To College" (Michael A. Oliker); "Character Education in John Dewey" (Holly Salls); "H. G. Wells and the Origins of Progressive Education" (Don G. Smith); "John Dewey's 'Experience and Education' and Museum Education" (Ted Ansbacher); "Breaking the Silence" (Louis Silverstein); "Multiculturalism and the Teaching of Literature" (Allan Johnston); "Waiting: Killing Time? Playtime?" (Walter P. Krolikowski); "Rousseau and the Religious Basis of Political Order" (John M. Fennell); "The Discourse of Natural Instruction in Rousseau's 'Emile'" (Guillemette Johnston); "Hermeneutic Disclosure as Freedom: John Dewey and Paulo Freire on the Non-Representational Nature of Education" (Anthony Petruzzi); and "Models of Educational Democracy" (Walter Feinberg, Belden Fields, and Nicole Roberts). The 1998 papers presented included: "Historical Precedents Concerning the Mission of the University" (John C. Scott); "How We Go On: Values Education and Reinhabitation in Gary Snyder's 'The Practice of the Wild'" (Allan Johnston); "Toward a Progressivist Philosophy of Environmental Education" (Ron Meyers); "Savages, Barbarians, Civilized: A Case of Survival?" (Walter P. Krolikowski); "W. E. B. Du Bois and the Hampton Idea" (Percy L. Moore); "Dewey, Correctional Education, and Offender Habilitation" (Clyde A. Winters); "Nietzsche as Educator" (Kirk Wolf); "Toward A Nietzschean Pedagogy" (Maughn Gregory); "The Theatre of Education: Rousseau's 'Lettre a d'Alembert' and 'Emile'" (Guillemette Johnston); "Educational Implications of H. G. Wells''The Time Machine' and 'The Wonderful Visit'" (Don G. Smith); "The Marriage of Self and World: John Dewey and Stanley Cavell on the Romantics" (David Granger); "Understanding Wisdom: Its Nature and Development" (David B. Annis); "Socrates and Aristotle's Contribution to the Character Education Movement: Can Character and Virtue Be Taught?" (Madonna Murphy); "On Some Positions in Ray Boisvert's Recent Book" (Howard G. Callaway); "John Dewey's Educational Theory and the Challenge of American Racism" (Steve Fishman and Lucille McCarthy); "John Dewey, Democracy and Education, and What We May Expect from Schools" (Joop W. A. Berding and Siebren Miedema); "Boisvert and the Levels of Deweyan Engagement" (Alan G. Phillips, Jr.); "Dewey Now: Lived Experience versus Scientific Method" (Raymond D. Boisvert); "Bloom and His Critics: Nihilism and 'True Education'" (Jon M. Fennell); and "Cognition, Dewey, and the Organization of Teacher Education in Small Schools" (Clyde A. Winters and Cynthia K. Valenciano). The volume concludes with memorials to Arthur Brown, Harry S. Broudy, C. J. B. MacMillian, and Frederick L. Will, six appendices, and an index. | [FULL TEXT]

Oliver, Eileen I. (1995).  Preservice Teachers Assess the Writing Quality of Language Minority and Nonmainstream Students: An Experiment. 

This study of 20 preservice teachers in a secondary English methods course explored whether materials on diversity, information about language of wider communication, and literature from parallel cultures would have a positive effect on their ability to fairly assess work by high school students from diverse populations. At the beginning of the semester, the students scored and discussed two sets of essays written by tenth- and eleventh-grade students. These essays had already been scored by experienced teachers; these scores and the authors' ethnic identities were hidden from the education students. During the rest of the semester students studied pedagogy, assessment, and issues of diversity including differences in prose development from culturally diverse writers. They also read secondary level literature by nonmainstream writers. At the end of the semester students evaluated the essays again. A comparison between student ratings in the first and second round found that: (1) all but one preservice teachers' scores were lower than those of the expert raters; (2) in all cases but one, preservice teachers' first scores either remained constant or were raised substantially by the end of the semester; and (3) essays which received large jumps in scores were written by students whose ethnicities were very apparent in their work. The paper includes scoring guide, table of the experts' and preservice teachers' scores, essay assignment, and a student essay, "The 'Addquin' Streets of the 'Barrio'." | [FULL TEXT]

O'Loughlin, Michael (1990).  Teachers' Ways of Knowing: A Journal Study of Teacher Learning in a Dialogical and Constructivist Learning Environment. 

Research suggests that the formal socialization teachers receive in teacher education programs may be the least influential factor in determining their beliefs about teaching and pedagogical practice. The beliefs prospective teachers have developed about teaching as a result of their long immersion as students in the culture of schooling appear to have a profound influence on the way they teach and the way they think about teaching. The majority of teachers and prospective teachers initially demonstrate a tremendous resistance to the notion that students possessing a sense of agency can be empowered to take responsibility for constructing their own understanding and, ultimately, determining the direction of their own lives. It is argued that teachers' beliefs are culturally constructed ideological systems, frequently unconsciously held, pervading their entire ways of knowing and acting, not just their explicit philosophies of teaching and learning. This fundamental resistance to reflective teaching is illustrated with extensive excerpts from a professor's reflective journal about students in an inservice teacher education class. The method used in this class was Paulo Freire's approach to critical pedagogy which attempts to enable teachers to develop more enriched ways of knowing, a more empowered sense of agency, and more progressive pedagogical beliefs. The course syllabus is appended. | [FULL TEXT]

O'Loughlin, Michael (1990).  Self-Reflexive Pedagogy: A Narrative Inquiry. 

This paper reflects the feelings, efforts, difficulties, and frustrations of an education professor who re-examined his attempts to develop an approach to pedagogy that is autobiographical, dialogical, and collaborative, in which the curriculum is built around students' experiences and centered on student voice. The experiences recounted focus on a course entitled "Advanced Child Development for Teachers," a university requirement for inservice teachers studying for their master's degree. The primary goal of the course was that students would come to terms with the possibility of learning as a constructivist process that includes the active participation of the learner in the process of meaning-making. A second goal was that the teachers become conscious of themselves as teacher-researchers, rather than as passive recipients of received wisdom about pedagogy. The classroom was intended to foster a nurturing environment; the assignments included a reflective dialogue journal. The paper presents excerpts from the journals of both students and professor. The excerpts reveal the difficulties involved in developing a self-reflexive pedagogy and the professor's feelings of failure and inadequacy. | [FULL TEXT]

O'Loughlin, Michael (1991).  Beyond Constructivism: Toward a Dialectical Model of the Problematics of Teacher Socialization. 

This paper presents a critical analysis of the forms of constructivism that owe their origin either directly or indirectly to Piaget's theory. The paper is organized into three sections. The first provides a brief synopsis of the structuralist assumptions underlying Piagetian theory and then demonstrates the ways in which these assumptions underlie other constructivist educational approaches. The second section of the paper criticizes the constructivist position especially as found in a position statement of the National Association for the Education of Young Children (1988) on what constitutes developmentally appropriate education for children ages 5-8. The critique argues that many of the epistemological assumptions underlying Piagetian constructivism are extremely problematic and impede the possibilities for developing a learner-centered pedagogy. This is so because the subjectivity of individual learners is ignored; the political, social, cultural, historical, and economic contexts in which school learning takes place remain unacknowledged; the context-specificity of cognition is not addressed; and the notion of student-centered pedagogy is presented without any attempt to take into account the disparities in power relations that necessarily exist between teachers and students in school settings. The final section outlines an alternative theoretical foundation for school learning, one that takes seriously issues of discourse, power, dialogue, context, and subjectivity.  | [FULL TEXT]

O'Loughlin, Michael (1992).  The Discourse of Pedagogy and the Possibility of Social Change. 

The thesis of this paper is that constructivism and similar pedagogic formulations are problematic because: (1) being nondialectical they close off possibilities for dialogue about issues such as those discussed in this paper; and (2) they are embedded in forms of discourse which privilege middle-class culture, values, language, and ways of knowing without theorizing the power relations implicit in this privilege. The paper argues that, as a result, these approaches end up reproducing the status quo and counter attempts to introduce emancipatory issues into pedagogical discourse. In this paper, drawing particularly on the writings of Bernstein (1990) and Bourdieu (1977), the intent is to illustrate how this process occurs and to explore the relations between the discourse of pedagogy and the possibility of social change. As Bernstein (1990) notes, for too long educators have talked about ways of practicing pedagogy without paying any critical attention to the language and assumptions in which pedagogy is embedded. This paper does not attempt to articulate new pedagogical solutions. Rather, it is hoped that by uncovering the problems, it will contribute to the kind of dialogue that will eventually lead to a richer and more equitable form of pedagogy. Before teacher educators attend to issues of "changing our students' beliefs about pedagogy," it is essential that they devote some attention to the taken-for-granted discourse in which their own thinking and practices are embedded.   | [FULL TEXT]

Olsen, Laurie; And Others (1994).  The Unfinished Journey: Restructuring Schools in a Diverse Society. A California Tomorrow Research and Policy Report from the Education for a Diverse Society Project. 

Restructuring public education is central to the task of creating a healthy, just society. For the past 2 years, California Tomorrow's Education for a Diverse Society/School Restructuring Project has visited 32 randomly selected schools throughout California and talked with 1,000 teachers, students, parents, administrators, and advocates involved in the restructuring movement. The research was shaped by three concerns: (1) changing demographics require changes in schools; (2) research has documented inequalities rooted in institutional structures; and (3) new challenges require new thinking about schools and support for educators engaged in the change process. The first section of this report, "New Compacts," discusses the new roles and relationships being forged among teachers, administrators, public agency personnel, parents, and community child advocates. Section 2, "Curriculum and Pedagogy," examines schools' instructional reforms, focusing on student grouping, multicultural curriculum, technology, and language minority teaching issues. Section 3, "The Policy and Challenge of System-wide Change," highlights the crucial role of technical assistance infrastructure and professional development support, funding considerations, and accountability concerns. Section 4 contains appendices on research methodology, demographic information, a case study field guide, phone sample interview questions, restructuring resources, a glossary, and a case study school contact list. Contains 150 references. | [FULL TEXT]

Olsen, Laurie; Mullen, Nina A. (1990).  Embracing Diversity: Teachers' Voices from California's Classrooms. 

This document reports on teaching in culturally diverse classrooms from the perspective of mainstream classroom teachers. In-depth interviews with 36 California teachers on the challenges of diverse classrooms elicited their views of a teacher's role, descriptions of curriculum and pedagogy, and stories of the personal development that led to their current approaches to teaching. The interviewees were selected from statewide nominations and varied widely in the grade levels and subjects taught, geographic location, and types of communities in which they worked. The following conditions for creating effective diverse classrooms are reported: (1) supportive leadership; (2) climates of collegiality among teachers; (3) opportunities for interaction and coordination; (4) new curriculum development and materials development; (5) strong support services for students and families; (6) small class sizes; and (7) school structures that promote integration and policies that set a tone of support for diversity. Improving inservice teacher education and disseminating information about professional development opportunities is strongly recommended. Profiles of eight teachers and two special programs, and three graphs of statistical data are included. The following materials are appended: (1) brief descriptions of the teachers interviewed; (2) a discussion of the research methodology; (3) a list of 11 training and development resources; and (4) a glossary.

Olson, David R. (1994).  Aboriginal Literacy. Critical Notice.  Interchange, 25, 4. 

Persistent low levels of school literacy among Canadian Natives is discussed in terms of language, script, culture, and pedagogy. Low literacy level is only a problem when defined by the narrow Western conception of literacy. When writing is taken as a graphic means of preserving and communicating information, then native cultures have always been literate.

Olson, Gary A. (1991).  The Role of Theory in Composition Scholarship.  Freshman English News, 19, 3. 

Discusses the theory/antitheory debate in the discipline of rhetoric and composition. Urges refocusing the debate away from the relative value of various modes of inquiry and whether any given theoretical discussion adequately informs pedagogy. Advocates defining the field in its largest context. Maintains that theory empowers the discipline as a legitimate intellectual field.

Olson, Gary A. (1992).  History, "Praxis," and Change: Paulo Freire and the Politics of Literacy.  Journal of Advanced Composition, 12, 1. 

Describes the views and goals of Paulo Freire. Presents an interview with Freire where he discusses his life, works, writing habits, pedagogy, social ideas, research, critical literacy, and other topics.

Olson, Gary A. (1992).  Postcolonial Discourse and the Border Intellectual: Henry Giroux and the Politics of Hope [Book Review].  Journal of Urban and Cultural Studies, 2, 2. 

Giroux attempts to bring several new discourses into ongoing scholarly conversations about radical pedagogy, attempting to introduce radical educators to the principles and language of scholarship in modernism, postmodernism, postcolonial studies, and cultural studies. Educators who cross disciplinary boundaries are certain to develop more effective pedagogy.

Olson, Gary A. (1995).  Jane Tompkins and the Politics of Writing, Scholarship, and Pedagogy.  JAC: A Journal of Composition Theory, 15, 1. 

Presents a transcript of an interview with the American literary theorist and cultural critic Jane Tompkins. Covers aspects of her various writings. Relates her thought to the field of English studies. Analyzes recent trends in college English.

Olson, Gary A., Ed. (1994).  Philosophy, Rhetoric, Literacy Criticism: (Inter)views. 

In addition to a foreword by Clifford Geertz and an introduction by Patricia Bizzell, this book features 12 essays by rhetoric and composition scholars responding to interviews with prominent scholars outside the discipline. The commentaries in the book entertain a range of topics, including language, rhetoric, philosophy, feminism and literary criticism. Each section of the book contains one interview and two essays: (1) Susan Wells and Reed Way Dasenbrock respond to Thomas Kent's interview with Donald Davidson ("Language Philosophy, Writing, and Reading: A Conversation with Donald Davidson"); (2) Patricia Bizzell and John Trimbur respond to Gary Olson's interview with Stanley Fish ("Fish Tales: A Conversation with 'The Contemporary Sophist'"); (3) Joyce Irene Middleton and Tom Fox respond to Olson's interview with bell hooks ("bell hooks and the Politics of Literacy: A Conversation"); (4) Patricia Harkin and Jasper Neel respond to Olson's interview with J. Hillis Miller ("Rhetoric, Cultural Studies, and the Future of Critical Theory: A Conversation with J. Hillis Miller"); (5) Susan C. Jarratt and Elizabeth A. Flynn respond to Olson's interview with Jane Tompkins ("Jane Tompkins and the Politics of Writing, Scholarship, and Pedagogy"); (6) Arabella Lyon and C. Jan Swearingen respond to Olson's interview with Stephen Toulmin ("Literary Theory, Philosophy of Science, and Persuasive Discourse: Thoughts from a Neo-premodernist"). The book concludes with an essay ("Commentary: The Performance Model of Teaching and Scholarship"), in which David Bleich observes that the interviewees show a continuing devotion to the university faculty member as an intellectual and individual "performer" for students and administrators.

Olszewski, William; And Others (1991).  Attention to Climate: A Case Study of Two Decades of Personalized and Field-Based Teacher Preparation. 

This article describes a teacher education program, "Studies in Educational Alternatives" (S.E.A.), at Mankato State University (Minnesota). The program is committed to personalization and practicum experiences as major components of teacher preparation. The document discusses: (1) program design; (2) admission processes; (3) self-directed study; (4) field experiences and seminars in pedagogy; (5) supervision; and (6) program effectiveness. Conclusions to be drawn are that a combination of selected admittance criteria and careful attention to the climate in which instruction and field experiences are conducted is a powerful key to the successful preparation of qualified teachers. Students provided with quality field experiences, supportive and informed supervision, and some control over programs emerge as competent teachers. The results of this study suggest that it is possible to construct a personalized field-based program while maintaining the high academic and teaching performance standards demanded by both the university and public concern.

Omoniyi, Tope (1995).  Culture and Pedagogy in Conflict: An Investigation of Student-Participation in the Language Tutorial Classroom. 

Students' non-participation in tutorials seems to be more widespread in certain cultural environments than others. This paper investigates the usefulness and effectiveness of tutorials as pedagogical tools and cultural links. It is postulated that the conflict results from face-considerations and the students' definition of tutorials within an inadequate cultural framework that makes no distinction between the constructions of face in the wide and narrow contexts of town and gown, respectively. Face is defined as the base-level dignity and respectability that individuals and groups seek to defend instinctively as operators within a social framework. This pedagogical framework also recognizes an "Expert-Novice" relationship within which information flows uni-directionally from the first participant to the second, in consonance with the power-structure of the larger speech community of which universities form a component. However, an unacknowledged subculture also exists, the Equal Opportunity Zone (EOZ). In the EOZ, information should move bi-directionally; town and gown diverge in their power structure patterns in that some power and control devolve on the students. Resolution of this culture-pedagogy conflict may be found by characterizing the sociolinguistic domain of education in such a way that the tutorial classroom is seen as a sub-cultural context with its own appropriateness rules.   | [FULL TEXT]

O'Neil, John; Tell, Carol (1999).  Why Students Lose When "Tougher Standards" Win: A Conversation with Alfie Kohn.  Educational Leadership, 57, 1. 

Kohn believes the "tougher standards" movement is incompatible with personalized learning, excellence, and marginalized kids' interests. Horizontal standards that shift how teaching and learning happen in classrooms are terrific, but vertical standards using traditional pedagogy are macho and mindless. Kids need freedom to design their own learning experiences.

O'Neill, Irma Josefina; Perez, Bertha L. (1994).  How Teachers in Managing Instruction Facilitate the Teaching-Learning Process: An Assessment Perspective. 

This paper explores Fred Genesee's Classroom Based Assessment (CBA) as an alternative model for assessing instruction as it affects students' learning in an immersion program. CBA collects information on language while instruction and other activities are taking place, allowing teachers the flexibility to alter teaching strategies to be more responsive to students' learning. Conventional assessment primarily measures learning via written tests. Its perspective defines learning as a product achieved by the individual student yet ignores the process involved in teaching and learning. The study examines the role of the teacher in the assessment process and proposes that CBA considers not only instruction as it affects learning but the quality of teaching as well. Five critical taching skills (knowledge, pedagogy, observational, interpersonal, instructional) during an instructional activity are discussed as they impact on student achievement. The placement of teachers at the center of what is called the Teacher Classroom-Based Assessment (TCBA) process is recommended that predicts, explains, and modifies the links between teaching and learning and helps to draw conclusions and make recommendations for instruction, inclusive of teaching.   | [FULL TEXT]

O'Neill, Marnie (1993).  Teaching Literature as Cultural Criticism.  English Quarterly, 25, 1. 

Considers the ways in which different ideologies promote particular understandings of texts and certain kinds of readings. Outlines three broad ideologies of reading and interpreting literature. Argues for the usefulness of a reading pedagogy drawing upon cultural criticism. Provides classroom activities to foster such a way of reading.

Opitz, Michael F., Ed. (1998).  Literacy Instruction for Culturally and Linguistically Diverse Students: A Collection of Articles and Commentaries. 

Addressing issues arising from increasing student diversity, this book brings together articles from "The Reading Teacher,""Journal of Reading," and "Language Arts" which offer teaching strategies, ways to capitalize on differences, and ways to use multicultural literature. Each section includes introductions by well-known literacy professionals and at the end is an annotated bibliography of over 100 multicultural children's books with a chart showing themes in each book. Part 1 (Awareness and Attitudes toward Literacy) includes 5 articles: "A Good Place To Begin: Examining Our Personal Perspectives" (Dawn Abt-Perkins and Mary Louise Gomez); "Johnny Can't Talk, Either: The Perpetuation of the Deficit Theory in Classrooms" (Rebecca G. Powell (Eller)); "Transforming Deficit Myths about Learning, Language, and Culture" (Barbara Flores, Patricia Tefft Cousin, and Esteban Diaz); "Cultural Attitudes toward Reading: Implications for Teachers of ESL/Bilingual Readers" (Mary Lee Field and Jo Ann Aebersold); and "Literacy Learning from a Multicultural Perspective" (Jim Anderson and Lee Gunderson). Part 2 (Principles of Instruction) includes 6 articles: "Acceptance and Caring Are at the Heart of Engaging Classroom Diversity" (Lindy L. Twiss); "Seven Strategies To Support a Culturally Responsive Pedagogy" (Francesina R. Jackson); "Discourse Diversity: Principles for Authentic Talk and Literacy Instruction" (John G. Barnitz); "Educating African American Learners At Risk: Finding a Better Way" (Dorothy S. Strickland); "Helping the Nonnative English Speaker with Reading" (Christine Sutton); and "Getting Meaning from Print: Four Navajo Students" (Diane M. DuBois). Part 3 (Enhancing Reading Comprehension) includes 9 articles: "Cross-Cultural Schemata and Reading Comprehension Instruction" (Billie V. Andersson and John G. Barnitz); "Using the Experience-Text-Relationship Method with Minority Children" (Kathryn Hu-Pei Au); "Negotiating Interpretations of Text: The Role of Student-Le

O'Reilly, Patricia (1995).  The Implications of Christian Anti-Semitism for Educators.  Canadian Social Studies, 29, 4. 

Maintains that the history of anti-Semitism has historical links to Christian theology. Asserts that Christianity provided ample fuel for the secular anti-Semitism preached by Hitler and the Nazi party. Contends that educators can draw important lessons on the value of education and the pedagogy of teaching history.

Ormerod, Dana E. (1995).  Computers across the Curriculum: Teaching a Computer Literacy Course for Multi-Disciplinary Use in a Network Environment--Content and Pedagogy. 

Kent State University (Ohio) Regional Campuses have conducted surveys of their applied business associate degree graduates in office management, accounting, business management, and their employers. Responses indicated the need for computer literacy appropriate to the employment situation. In addition, instructors of traditional liberal arts subjects are requiring students to access and use computerized databases. The recognition that the technology has forged an interdependency between disciplines impacts the curricula of specific disciplines, as well as the traditional perspective and content of an introductory course in computers. Two figures present proportions of hardware types and proportions of software applications used by accounting, business management, and office management graduate respondents. | [FULL TEXT]

Orna, Mary Virginia, Ed.; And Others (1994).  ChemSource SourceBook, Version 2.0: Volume 1. 

ChemSource is designed as a strategy to help preservice and inservice high school chemistry teachers promote student learning more effectively. Its major premise is that well-designed laboratory investigations are an important avenue for cultivating student interest, engagement, and meaningful learning in chemistry. The SourceBook component of ChemSource is a resource containing 36 content modules and additional supporting materials which aim at providing specific teaching tips and the best available instructional ideas and information gleaned from experienced, successful chemistry teachers. Each content module features: Content-in-a-Nutshell; Laboratory Activities; Demonstrations; Common Misconceptions; Humor; Applications and Implications; Analogies; Reference Resources; History; and Media. General materials on pedagogy, classroom management, safety, teaching chemistry to the disabled, and other useful resources and tabulations precede and follow the content modules. Volume 1 includes the following: Chemical Pedagogy; User's Guide; General Resources; Acids and Bases; Alkali Metals; Atomic Structure; Biogeochemical Cycles; Chemical Bonding; Condensed States; Electrochemistry; and Enzymes.

Orner, Mimi (1996).  Teaching for the Moment: Intervention Projects as Situated Pedagogy.  Theory into Practice, 35, 2. 

Explains situated approaches to teaching, exploring the pedagogical significance of intervention projects produced by college students to interrupt business as usual in their education. The projects were context-specific actions emerging out of interactions between the course material and students' understandings of how these issues were manifest in their lives.

Orner, Mimi; And Others (1996).  Excessive Moments and Educational Discourses That Try to Contain Them.  Educational Theory, 46, 1. 

Outlines certain ways that educators might remap certain assumptions about and discussions of pedagogy, focusing on the paradoxes of authority and power. Three sections present moments of theory and practice, examining excessive pedagogy, excessive writing, and excessive research.

Orr, David W. (1992).  Ecological Literacy: Education and the Transition to a Postmodern World. SUNY Series In Constructive Postmodern Thought. 

The essays in this volume, written between 1984 and 1989, represent an extended reflection on the crisis of sustainability now looming before the modern world, and what this portends for the theory and practice of education. The essays in Part I were written to clarify the concept and implications of sustainability. Essays in Part II were written as part of an attempt to think through issues of curriculum and pedagogy. These essays originate in the conviction that the ecological crisis represents, in large measure, a failure of education. They deal with the question of what the limits of earth have to do with the content and process of education and with the way knowledge is defined. Subsequently, they are based on a belief that a reformed education is an essential part of a solution to the crisis described in Section I. Chapter seven of this section contains a list of 137 books that provide a "syllabus for ecological literacy." The three essays in Section III are aimed at the pathologies of professionalized social science. Three specific targets are identified including the Social Science Research Council, the United States Department of Agriculture, and those who presume that the planet can be managed as if it were a giant corporation.

Orr, David W. (1995).  Educating for the Environment: Higher Education's Challenge of the Next Century.  Change, 27, 3. 

Colleges and universities must do more to prepare graduates to deal with serious environmental challenges. The decline in environmental quality presents higher education with an opportunity to create a truly interdisciplinary curriculum, revitalize pedagogy, and redesign the campus to reduce cost, lower environmental impact, and help catalyze sustainable economies.

Orr, David W. (1999).  Architecture as Pedagogy.  Orion Afield: Working for Nature and Community, 3, 2. 

An environmental studies center at Oberlin College (Ohio) was designed to instruct its users in ecological competence and the possibilities of ecological design applied to buildings, energy and waste systems, and landscapes. Students and faculty participated in the planning process, which included research into technologies and materials, high performance standards, and budgeting that encompassed lifetime and environmental costs.

Osborne, A. Barry (1996).  Practice into Theory into Practice: Culturally Relevant Pedagogy for Students We Have Marginalized and Normalized.  Anthropology & Education Quarterly, 27, 3. 

A synthesis of ethnographic studies of multicultural education in North American and Australian multiethnic classrooms is presented. Nine assertions about culturally relevant instruction and two outcomes useful for teachers working in cross-cultural and multiethnic classrooms are provided.

Osborne, Jonathan F. (1996).  Beyond Constructivism.  Science Education, 80, 1. 

Offers a critique of constructivism in science education that is an attempt to define and identify not only the weaknesses, but also the successes of constructivism. Proposes that an alternative of modest realism offers not only a better representation of the practice of science, but additionally some value in determining issues of pedagogy. Contains 100 references.

Osborne, Margery D. (1998).  Responsive Science Pedagogy in a Democracy: Dangerous Teaching.  Theory into Practice, 37, 4. 

Explores qualities of diversity and sharing in the context of science education in light of larger societal goals around public school education. Argues that tensions between competing visions constructs a space in which children actualize fundamentals of a democracy. Presents two stories about children whose additions to elementary science teaching were particularly provocative in dealing with such issues.

Osguthorpe, Russell T. (1996).  Collaborative Evaluation in School-University Partnerships. 

This paper describes two models, one for developing a partner school and the other for creating a center of pedagogy. Both models are based upon John Goodlad s premises for school-university partnerships and upon current work in the Brigham Young University (BYU)-Public School Partnership. Following description of the models, issues related to the evaluation of school-university partnerships are discussed, and examples are given of evaluation activities recently undertaken within the BYU-Public School Partnership. Discussion centers on: current evaluation attempts in Goodlad s National Network for Educational Renewal (NNER), a consortium of 16 U.S. school-university partnerships; (2) results of evaluative studies at the BYU-Public School Partnership; and (3) a definition of collaborative evaluation and suggestions for its use in evaluating school-university partnerships. Five characteristics are suggested for developing effective collaborative approaches to evaluation in school-university partnerships: the evaluation would be interactive, internally initiated, integrated, inexpensive, and informative. Results from case studies conducted in the BYU-Public School Partnership have shown that evaluations designed and conducted collaboratively offer educators effective alternatives to traditional positivist models. | [FULL TEXT]

Osterling, Jorge P. (1997).  Engaging Community Voices for More Democratic Schooling. 

Any discussion of educational transformation today should consider a community-oriented pedagogy. This paper describes the administrator-education curriculum at George Mason University's Institute for Educational Transformation, which was organized around the unifying theme of the "American Dream." The most important reason for doing this is that public education in the United States is often conceptualized or perceived as a vehicle for helping individuals and society fulfill their "American Dream." Students need to reflect on the interconnections among and between the "American Dream", public education, and democracy. The program brought in various community voices to initiate, facilitate, and/or strengthen an ongoing dialogue between teachers and representatives from the different segments of northern Virginia society. In addition, teachers in the program were required to walk through school neighborhoods and to conduct two indepth interviews with parents. Listening to community voices in the school-based master's program motivated teachers to engage in a critical dialogue with community leaders, parents, and youngsters. "Community Voices" engaged in dialogue during the 2-week intensive summer session included: "African American Voices"; "Youth Voices: Preventing Gang Activity"; "A Voice from Asia"; and a "Voice from Latin America." The experience also provided teachers with firsthand knowledge of these groups' concerns about education, their perceptions about schools, and the many alternative ways that exist to work together. This is particularly important in Arlington, Virginia, where teachers must deal with many unfamiliar social, cultural, and economic issues that have a tremendous effect on education. | [FULL TEXT]

Osterwalder, Fritz (1990).  Zur Vorgeschichte der Padagogischen Konzepte Pestalozzis.  Paedagogica Historica, 26, 1. 

Discusses the major concepts of Johann Heinrich Pestalozzi's work, emphasizing the ways that other contemporary theorists influenced his work. Examines the application of his comprehensive philosophical systems to questions of pedagogy.

O'Sullivan, Mary F. (1999).  Worlds within Which We Teach: Issues for Designing World Wide Web Course Material.  Technical Communication Quarterly, 8, 1. 

Concludes that creating online instructional sites by hand with the help of an HTML editor is generally preferable to using "course-in-a-box" software because instructors can select the components needed to support their pedagogy and construct successful learning experiences for their students.

Oswal, Sushil K. (1992).  The Writing Processes of a Blind Administrator: A Case Study. 

Even though increasing numbers of blind students have been attending schools and colleges, little research has appeared specifically on the writing processes of blind writers. This paper presents a case study which developed a preliminary process account of the composing techniques of a blind executive who administers a medium-sized social service agency in the field of blindness, focusing on the social context in which this blind administrator writes. Data were collected using open-ended and discourse-based interviews, a tape recording of an early morning work session, and written text samples over a six-week period. It was found that the executive takes care of most of his writing tasks between 6 AM and 9:30 AM. Further, the executive's composing processes for written communication and for speeches as revealed in the study are discussed, his revision process as one involving collaboration with his assistant is described, and it is noted that he spent an equal amount of time on invention, arrangement, and revision for most letters, but devoted greater time to invention activities for journal articles and speeches. Implications for writing teachers include the need to assimilate the issues related to the teaching of writing to blind students in general pedagogy, and the need for a resource bank on teaching writing to blind students. Implications for researchers include the need for a detailed study of the state of writing instruction for the blind. (Sixteen references are attached.) | [FULL TEXT]

Ottey, Sherilyn D. (1996).  Critical Pedagogical Theory and the Dance Educator.  Arts Education Policy Review, 98, 2. 

Constructs a theory of dance education based on critical pedagogy theory (CPT). CPT views education as a liberating rather than an oppressive force. Defines and elaborates various components and approaches for establishing critical methodologies in the dance classroom. These mostly concern empowering the student and developing a critical consciousness.

Ovando, Martha N. (1990).  Differentiated In-Service Education. 

The principles of andragogy, as explained by M. S. Knowles, in contrast to pedagogy, provide a frame of reference for a differentiated approach to inservice teacher education. Adults are self-directing and ready to learn when they experience a need to know or do something, are life-, task-, or problem-centered, are motivated by both internal and external forces, and bring with them a variety of life experiences. Adult educators, therefore, become resource persons and facilitators of learning rather than instructors. Teachers entering an inservice program are at different stages of development and have different needs and learning styles. The Individualized Learning Modules (ILM) format, a competency-based model for inservice teacher education, provides ways to respond to both the characteristics of adult learners and the diverse needs of teachers. Each learning module addresses specific topics and is designed to achieve one or more independent objectives. The ILM includes a self-assessment of needs, content delivery, sources for further investigation, individual study guide, collaborative group learning guide, performance products suggestions, log form, and evaluation form. Participants select the modules or units that will meet their individual needs. The design of an inservice program using well-defined learning modules assures flexibility and provides a means for responding to a variety of needs in a context of mutual respect and collaboration. | [FULL TEXT]

Owens, Thomas R. (1997).  On the Way: A Journey toward Work-Relevant Education.  Journal of Vocational Education Research, 22, 2. 

This response to Grubb addresses implementation, pedagogy, and evaluation issues and presents a model for work-relevant education, a comprehensive approach that prepares people for work and community life.

Oxman-Michelli, Wendy, Ed.; Weinstein, Mark, Ed. (1991).  Critical Thinking: Focus on Social and Cultural Inquiry. Proceedings of the Annual Conference of the Institute for Critical Thinking (Upper Montclair, New Jersey, 1989). 

This conference focused on the field of critical thinking emphasizing social and cultural inquiry, through the perspectives of scholars and practitioners in a variety of academic disciplines. Following an overview describing the mission of the institute, and an introduction entitled "Critical Thinking and the Improvement of Undergraduate Education," plenary papers are presented: "Literacy, Education, and the Struggle for Public Life: Towards a Pedagogy of Critical Thinking"; "Critical Thinking and Cultural Literacy: Where E. D. Hirsch Goes Wrong"; and "Critical Thinking across the Disciplines: The Search for an Archimedian Point." The volume is then organized into 9 sections reflecting the thoughts of more than 60 authors representing over 20 academic fields. It includes papers addressing a range of issues in critical thinking and undergraduate education, reflecting the many theoretical perspectives that relate critical thinking to social and cultural inquiry. The nine sections address the following topics: (1) social and cultural context of critical thinking; (2) social inquiry as critical practice; (3) critical thinking, social issues and communication; (4) critical thinking in instructional contexts: within and across the disciplines; (5) critical thinking and the teaching of social sciences; (6) critical thinking and narrative discourse; (7) critical thinking and gender; (8) leadership, authority and power; and (9) critical thinking theory. | [FULL TEXT]