Pedagogy | P

Padilla, Felix M. (1997).  The Struggle of Latino/a University Students: In Search of a Liberating Education. 

Based on a 3-year ethnographic study of college students in a Latino Studies course, this book tells the story of how the students navigated their academic life in a predominantly White university to construct their own education. Drawing on the principles of critical pedagogy, the course, "Sociology of Latino/a Culture and Identity," sought to foster a critical perspective on learning and an understanding of the importance of education as a practice for freedom. The students created the class syllabus based on themes that they wished to explore, identified information sources, worked in groups that reported back to the class, and reflected on their progress and on classroom interactions in journal entries. In the course of doing research, the students became aware of the lack of information sources on the Latino community, and came to realize the validity of their own experiences and those of their family and friends as learning resources. The students were primarily Latino (Puerto Rican, Mexican American, Cuban American, South American) but included some Anglo, Asian American, and African American students. The book draws extensively on student journal entries, which demonstrate the students' struggle as they jointly examined their own and each other's personal histories and attitudes and awakened to a critical consciousness that would not accept their prior uninformed experience. Contains 31 references and an index.

Pai, Young; Adler, Susan A. (1997).  Cultural Foundations of Education. Second Edition. 

This book is designed to provide educators and prospective educators with knowledge essential to making decisions about teaching and learning. The book is intended as a foundation for thinking about curriculum and pedagogy. Case studies involving African American, Asian American, Hispanic American, Native American, and white American groups are presented at the end of each chapter. Chapters are: (1) Introduction; (2) "Culture, Education, and Schooling"; (3) "Schooling as Americanization: 1600s-1970s"; (4) "Cultural Pluralism, Democracy, and Multicultural Education: 1970s-1990s"; (5) "Culture and the Role of Schooling"; (6) "Culture and Educational Development of the Learner"; and (7) "Culture and the Learning Process."

Pair, Joyce M. (1990).  Teaching English 101CAI: From Romance to Realism. 

This project/study introduced the use of computers in one freshman composition course to determine whether the instructor and the students could accomplish more in a computer-based rather than a traditionally structured course. The assumption was that students would produce better essays on the word-processor and printer, and that the instructor could more efficiently help students with revision, despite her low awareness of technical pedagogy. The experimental section included 23 students at the beginning and 14 at the end, a withdrawal/failure rate not uncommon in other sections and thus no reflection on computer-assisted composition. Results based on personal experience and student surveys revealed that the instructor had a difficult time covering the usual syllabus and that covering the material kept the students from being in the computer lab as often as had been intended. The students, however, did learn more; they completed the work outlined in the usual 101 class, and they learned to use the computer and the WordPerfect program. The students were neither more nor less successful than other 101 students. Finally, the computer was an ideal tool for revision, but not for creating. Students were overwhelmingly inclined to write important in-class essays by hand. (The appendix contains a nine-page course survey and analysis.) | [FULL TEXT]

Paley, Karen Surman (1998).  "I'm Really Struggling with This Class": Evaluating the Writing When the Writer Is in Pain. 

In the spring semester of 1997 an ethnographic study of the teaching of personal narrative at Boston College was conducted. A doctoral student worked with an undergraduate who wrote a personal narrative about her alcoholic father. Two issues arise when teaching autobiographical writing: potential problems with psycho-cognitive distance between teacher and student; and difficulties in dealing with editing issues. For the assignment on personal narrative, the undergraduate produced a very powerful and well-written essay about the pain she feels from her father's alcoholism. Although the doctoral student did focus on sentence level error, she was by no means disengaged from the pathos in the essay. She openly acknowledged to the undergraduate that she understood the weight of the content of the subject and that comments on technicalities were only in the service of making the paper better. Conference conversations between the two illustrate that writing personal narrative is not easy and the rhetorical quandary that emanates from a writing process in the college classroom may call attention to an unexpected need for reconsideration on an affective level. Teachers can work with students over issues like word choice, grammar, and punctuation without denigrating their efforts to write honestly and sincerely. | [FULL TEXT]

Palloff, Rena M.; Pratt, Keith (1999).  Building Learning Communities in Cyberspace: Effective Strategies for the Online Classroom. Jossey-Bass Higher and Adult Education Series. 

This book offers suggestions for developing well-planned and effective computer-mediated distance learning. Part 1 lays the foundation for a distance education framework. Chapter 1 explores issues involved in teaching and learning when learning moves into the online environment. Chapter 2 looks at the essence of the framework--the importance of building community in the online environment--and differentiates a model of pedagogy that leads to success in the electronic classroom from a traditional model of pedagogy. Chapter 3 explores key issues needing attention in the electronic classroom. Chapters 4-5 address more concrete issues of time, group size, and technology as they pertain to online teaching. Part 2 is an experiential guide to creating an electronic learning community leading to effective distance learning. Chapter 6 shows how to make the conversion from the traditional classroom to cyberspace. Chapter 7 offers suggestions on the following activities: creating a syllabus, setting objectives and learning outcomes, negotiating guidelines, setting up the course site online, gaining participation and student buy-in, and accounting for presence in the online classroom. Chapter 8 offers techniques to stimulate collaborative learning. Chapter 9 explores incorporating transformative learning into the context of the online course. Chapter 10 focuses on evaluating results. Chapter 11 reviews keys to successful online learning. (The book contains 106 references. Appendixes include sample course syllabi, a glossary of computer-mediated distance education terms, Internet resources for distance education, and an index.)

Palmer, Gillian M. (1992).  The Practical Feasibility of Diary Studies for INSET.  European Journal of Teacher Education, 15, 3. 

A study was conducted on the use of diaries in intensive, short-term inservice courses to formalize participant response to teaching input from the dual perspective of pedagogy and evaluation. The paper examines practical implications of introducing and adapting diaries as a formal component of INSET.

Panella, Elizabeth (1999).  Toward Better Teaching: Partnerships That Make a Difference.  High School Magazine, 7, 2. 

Montclair (New Jersey) State University's Center of Pedagogy has created successful tripartite partnerships among the university's schools of arts and sciences, its education program, and local school districts. Teacher candidates must develop expertise in desired education areas and have field experiences in both urban and suburban settings.

Panetta, Clayann Gilliam (1997).  Contrastive Rhetoric in Technical-Writing Pedagogy at Urban Institutions.  College ESL, 7, 2. 

Argues that contrastive-rhetoric theory is particularly applicable to technical-writing pedagogy, because of the increase in the number of English-as-a-Second-Language technical-degree programs. Four suggestions for including contrastive rhetoric in pedagogical change include these: (1) more focus on contrastive-rhetoric theory in training future technical-writing instructors; (2) faculty-development workshops that focus on contrastive-rhetoric theory; (3) expectations for technical-writing pedagogy; and (4) a rally for technical-writing textbook reform.

Panici, Daniel A. (1998).  New Media and the Introductory Mass Communication Course.  Journalism and Mass Communication Educator, 53, 1. 

Surveys faculty teaching an introductory mass communication course regarding how new media are integrated into the course. Discusses how faculty talk about new media in their course, the use of new media in the course, integration of new media, and its perceived influence on student learning and pedagogy.

Papadopoulos, Timothy C.; Mulcahy, Robert F. (1995).  Pedagogy of Integration: Interactions between Children with and without Special Needs in Early Childhood and Elementary Integrated Settings.  Canadian Journal of Special Education, 10, 1-2. 

Using a set of qualitative measures, 12 regular children in kindergarten and 12 regular children in grade 3 were asked to express their attitudes toward 3 same-age peers with special needs (attention deficit hyperactivity disorder or learning disabilities). Results indicated that the kindergarten children were more accepting than were the grade 3 students.

Pape, John (1997).  Khanya College Johannesburg: Ten Years of "Education for Liberation": An Assessment.  International Journal of Lifelong Education, 16, 4. 

Since 1986 Khanya College (South Africa) has used Freirean methods to educate for liberation, although seriously constrained by the conservative nature of the national educational system. Since democracy was instituted, the college has tried to develop into a comprehensive community college that still adheres to its original ethos and methods.

Papillion, Terry (1995).  Isocrates'"Techne" and Rhetorical Pedagogy.  Rhetoric Society Quarterly, 25. 

Argues that Isocrates does not deny the importance of "technai" or the "prima elementa" of instruction and in fact sees both as important parts of the educational process. Proposes that there existed a "techne" of Isocrates but this "techne" has a very different form than usually thought. Sets out the components of this "techne."

Papoulia-Tzelepi, Panayota (1996).  Collaborative, Formative Evaluation in Teaching Practice: A Road to Reflectivity.  European Journal of Teacher Education, 19, 3. 

This paper examines the place of formative evaluation in the design of a teaching practice curriculum in Greece. It describes the practicum and discusses the process and content of reflection based on two years of formative evaluations. Students' thoughts focused mainly on themselves, on general pedagogy, and on their pupils' differentiated learning needs and capabilities.

Pappas, Christine C. (1990).  Young Children's Discourse Strategies in Using the Story and Information Book Genres: An Analysis of Kindergartners' Understandings of Co-Referentiality and Co-Classification. 

This study investigated young children's development of understanding of two written genre registers, story and information books, by analyzing 5-year-olds' repeated pretend readings of a typical text of each genre. Ten female and 10 male kindergarten students were read 3 books in each genre during their kindergarten year. At each child's reading session, both a storybook and an information book were read and the child was invited to "pretend read" each book after it was read. All sessions were audiotaped. Results indicate the children were successful in re-enacting both genres and were very sensitive to the co-referentiality versus co-classification features of the two books. The ability to sustain the distinctive textual feature of the respective genre in their readings appears to be the same for each child. Book preference appeared to be unrelated, because most children preferred the information book. It is suggested that the preference for stories comes from pedagogy in early literacy, where story reading is emphasized, based on an unexamined ideology about young children's capacities in learning to use non-story language. Such pedagogy is seen as a possible barrier to children's full access to literacy. Transcripts of the children's "readings" are appended. | [FULL TEXT]

Pare, Anthony (1994).  Toward a Post-Process Pedagogy; or, What's Theory Got to Do with It?  English Quarterly, 26, 2. 

Explores the idea that writing is a social act. Discusses four key fragments of a social theory of writing and some of the terms associated with them: that language is agonistic, epistemic, formative, and intertextual. Discusses pedagogical implications of these ideas for the postprocess writing classroom.

Pari, Caroline (1992).  Emergent Discourses: Student Exploration of Cultural Identities. 

Cultural studies aims to critique and challenge existing boundaries. Particularly relevant to a discussion of cultural studies in the context of composition pedagogy are the boundaries that exist between minority and dominant cultures, between disciplines, between academic and street cultures, between ethnicities, races, genders and classes, between student texts, literary texts, and other texts, and between representation and the represented. In an upper-level composition course, a writing project shows several cases where students consciously construct representations of their cultural experiences. Most recognize the destabilization of their identities for the first time and consequently do not feel comfortable. One American student of Puerto Rican descent finds herself troubled over her ethnicity. Working from a government-type definition of "Puerto Rican," she realizes that she cannot define herself as such, but then after reading an assigned author, she nevertheless concludes the opposite, that she may well be "Puerto Rican." Another student feels a lack of empowerment because she has no definitive ethnic identity. African American students often find it difficult to identify with immigrants and with assimilation models since their ancestors were involuntary immigrants. To help students become more aware of how concepts and paradigms, such as those describing race and ethnicity, come into being, they should become familiar with the thinking, interrogating, and writing of concepts and of representation. Using the framework of postructuralism, students could consider the representation of various cultures rather than that they are autonomous entities with origins. | [FULL TEXT]

Pari, Caroline (1995).  Discovering the "Blood of My Blood": The Dilemma of an Italian-American in Academia. 

Richard Gambino's "Blood of My Blood" was of help to a writing instructor coming to terms with the role that her Italian ethnicity played in her life and education. Gambino's understanding of the inner tensions experienced by an individual who must negotiate between two cultures has helped the instructor in teaching working-class and immigrant students. Today's students are involved in cultural conflict. The fear is that, like Gambino, they will get so caught up in becoming American that they will disassociate themselves from their home cultures. Because some of these students may not get to graduate school and read a book like Gambino's (which might help them to keep their cultural identity intact), a pedagogy that critically challenges initiation into academic discourse and empowers students with a critical awareness of their everyday experiences could help. Students need to become cultural critics. Discussions at the beginning of the semester about popular culture and the meaning of American culture allow the students to decide what aspects of popular culture they will cover. As the semester goes on, students might discuss what programs they watch on television, what images they see in magazines, and what they see in their world around them. One semester the students became so engaged by a discussion of representations of men and women in fashion magazines that they planned a fashion show for the next class. | [FULL TEXT]

Park, Clara C., Ed.; Chi, Marilyn Mei-Ying, Ed. (1999).  Asian-American Education: Prospects and Challenges. 

This book provides teachers with information about the educational needs of Cambodian, Chinese, Filipino, Hmong, Japanese, Korean, and Vietnamese-American children in U.S. public schools. For each group, there are two chapters: one sociocultural and one linguistic. Each documents the unique characteristics of each ethnic group and provides strategies for working with students and parents. The 14 chapters are: (1) "Sociocultural Adjustment of Chinese-American Students" (Li-Rong Lilly Cheng); (2) "Linguistic Perspectives on the Education of Chinese-American Students" (Marilyn Mei-Ying Chi); (3) "Schooling for Korean-American Students: A Sociocultural Perspective" (Clara C. Park); (4) "Linguistic Perspective on the Education of Korean-American Students" (Harold Chu); (5) "Meeting the Educational and Sociocultural Needs of Japanese Students in American Schools" (Tina Yamano Nishida); (6) "Teaching English to Native Japanese Students; From Linguistics to Pedagogy" (David Whitenack and Kunie Kikunaga); (7) "Learning in America: The Filipino-American Sociocultural Perspective" (Edmundo F. Litton); (8) "Promoting Educational Success for Filipino-American Students: A Linguistic Perspective" (Rosita G. Galang); (9) "Vietnamese-American Students: Between the Pressure To Succeed and the Pressure To Change"(Chang Hoang Chuong); (10) "English Instruction for High Achievement in the Twenty-First Century: A Vietnamese-American Perspective (Mai Dao); (11) "Hmong-American Students: Challenges and Opportunities" (Anthony T. Vang); (12) "Mong Linguistic Awareness for Classroom Teachers" (Paoze Thao); (13) "Scars of War: Educational Issues and Challenges for Cambodian-American Students" (Khatharya Um); and (14) "Linguistic Perspective on the Education of Cambodian-American Students" (Wayne E. Wright). Each chapter contains references.

Park, Innwoo; Hannafin, Michael J. (1993).  Empirically-Based Guidelines for the Design of Interactive Multimedia.  Educational Technology. 

Presents a framework for organizing research and theory in the areas of psychology, pedagogy, and technology as they relate to interactive multimedia; and derives principles and implications for the design of interactive multimedia. Highlights include prior knowledge, the organization and utilization of knowledge, feedback, concept maps, and learner characteristics.

Parke, Tim (1991).  Young Bilinguals Reading Aloud.  Reading, 25, 3. 

Examines some of the differences between monolingual and bilingual reading. Focuses on some factors that are likely to influence young bilingual readers' capacity to read in their second language. Offers suggestions for pedagogy.

Parker, Dawn (1996).  Preservice Elementary Science Project. Preservice Elementary Science Preparation: A Description of Programs at Colleges and Universities in Texas. Working Draft. 

This study describes the existing "state of the state" with regard to preservice elementary science preparation at colleges and universities in Texas. Data consisted of responses from 61 educational institutions involved in elementary teacher preparation on a 50-item survey mailed to 98 institutions in Texas. Data analysis focused on categories that represented the ways in which programs teach science and science pedagogy, collaborate among faculties of science and faculties of education, provide essential field experiences, and prepare for professional growth and development. Texas elementary preparation programs were generally traditional in delivery of science content and pedagogical practice, and collaborative partnerships at educational institutions throughout the state were limited. Most institutions designed and implemented programs within departments--communicating and cooperating with other departments or school districts only when necessary to handle state guidelines and requirements. Opportunities for early field-based experiences were limited; however, institutions from across the state recognized the importance of early field work and indicated a need for more information on how to implement this component into certification or preparation programs. Other institutions indicated professional development opportunities which generally included workshops, seminars, and mentor programs. Appendices contain the survey and a list of the institutions surveyed. Contains 11 references.  | [FULL TEXT]

Parker, Frank; Campbell, Kim Sydow (1993).  Linguistics and Writing: A Reassessment.  College Composition and Communication, 44, 3. 

Discusses how linguistic theory can usefully inform writing research and pedagogy. Reviews the historic interrelations between linguistics and writing research. Considers some examples of how linguistic theory has been successfully translated into writing in its discourse context.

Parker, Franklin (1991).  U.S. Teacher Education Reform (Goodlad and Holmes Group 1990 Reports): Commentary on Four New Books. 

This paper comments upon some of the major issues which are addressed in four books that focus on the current state of teacher education and the need for reform of teacher education. Three of the books are based upon a 5-year study directed by John I. Goodlad: "Places Where Teachers Are Taught,""The Moral Dimension of Teaching," and "Teachers for Our Nation's Schools." The fourth book is the Holmes Group report, "Tomorrow's Schools: Principles for the Design of Professional Development Schools." The focal points of this commentary are the Goodlad proposal for centers of pedagogy, the Holmes Group proposal for professional development schools, and the role that these institutions might play in educational reform. Centers of pedagogy and professional development schools are compared to teaching hospitals for medical student interns. These schools are seen as key components in reforming teacher education.

Parker, Franklin (1992).  U.S. Teacher Education Trends, 1990-92. 

Pressure to upgrade education standards, especially from the six national goals for U.S. education set forth in President Bush's America 2000 program, has affected teacher education. In addition, other pressure has come from the National Board for Professional Teaching Standards' plan to certify teachers nationally after 1993-94; the National Council for Accreditation of Teacher Education, which accredits under half of the approximately 1,200 U.S. teacher education institutions; John I. Goodlad's teacher education reform plan which led to the creation of 8 pilot Centers of Pedagogy similar to the Holmes Group's (96 education deans at major research universities) Professional Development Schools. Other trends disscussed in the paper are: alternative teacher certification, the Teach for America program, teacher education reform, and teachers who leave teaching or remain in the public school system.

Parker, Franklin (1993).  Reforming U.S. Teacher Education in the 1990s. 

In the spirit of educational reform efforts, public schools have national goals for the first time and are under pressure to adopt a national curriculum, national testing, and parental choice of schools. School reform depends on upgrading teacher education. Only a more carefully recruited, better prepared, and more professionally rewarded teaching force can transmit to students the knowledge, skills, and attitudes needed for 21st century world leadership. Within this context, a framework is provided for examining: challenges facing teacher education reform; why teacher education is controversial; several routes into teaching; the Holmes Group contrasted with the Carnegie Forum's National Board for Professional Teaching Standards; John I. Goodlad's teacher education reform proposals; a comparison of the Holmes Group's Professional Development Schools and Goodlad's Centers of Pedagogy; pros and cons of the accreditation process of the National Council for the Accreditation of Teacher Education (NCATE); alternative teacher education programs (Teach for America and ex-military personnel); why teachers leave the profession; the extent of teacher education reform; and the future of teacher education reform. | [FULL TEXT]

Parker, Michael C. (1998).  General Education in Fin de Siecle America: Toward a Postmodern Approach. Part 3, Examining the Pedagogy and Content of General Education.  Journal of General Education, 47, 3. 

Discusses the pedagogy and content of a general education curriculum influenced by postmodern assumptions about society, the academy, and knowledge. Suggests a more flexible curriculum, focusing on the skills needed for adapting to accelerating change as well as for preserving traditions. Asserts that critical thinking and problem-solving skills will be powerful tools of the future. (19 citations)

Parker-Gwin, Rachel; Mabry, J. Beth (1998).  Service Learning as Pedagogy and Civic Education: Comparing Outcomes for Three Models.  Teaching Sociology, 26, 4. 

Examines both civic and academic outcomes for 260 students participating in three models of service learning courses (placement-service optional, placement-service required, and a consulting group). Explains that after one semester of service learning, student outcomes were mixed. Suggests that instructors consider carefully whether to require student participation in service learning.

Parkinson, Brian, Ed. (1998).  Edinburgh Working Papers in Applied Linguistics, 1998. 

Papers on applied linguistics and language pedagogy include: "Non-Exact Quantification in Slide Presentations of Medical Research" (Ron Howard); "Modality and Point of View: A Contrastive Analysis of Japanese Wartime and Peacetime Newspaper Discourse" (Noriko Iwamoto); "Classroom Transcripts and 'Noticing' in Teacher Education" (Tony Lynch); "Questions of Presentation: Evaluating Success in EAP Seminar Skills Classes" (Tony Lynch); "Butterflies in the Rain Forest? Ethnography and the Business English Student" (Jill Northcott and Gillian Brown); "Translator, Traitor, Source of Data: Translations of 'Foreign Phrases' as an Awareness-Raising Exercise" (Brian Parkinson); "To Code or Not To Code?" (Brian Parkinson, Parveen Sandhu, Manel Lacorte, Lesley Gourlay); and "Ewebuation" (Joan-Tomas Pujola). | [FULL TEXT]

Parks, Michael E. (1992).  The Art of Pedagogy: Artistic Behavior as a Model for Teaching.  Art Education, 45, 5. 

Maintains that teachers and artists are alike in that they are communicators, inquirers, required to know themselves, trained to think qualitatively, concerned with technique, and evaluated by their work. Argues that using the model of the teacher as artist is superior to using only technical and quantifiable methods.

Parr, Judy; And Others (1991).  Bridging the Gap: Practices of Collaboration between Home and the Junior School. 

This study examines the manner in which primary schools, particularly at the school entry level, negotiate the process of parent-school collaboration in New Zealand. Parents' and professionals' attitudes about what parent roles are appropriate are also studied. The study describes the present range and levels of contact, and the amount of effort expended in the development of home-school relations. Parents and teachers from primary and secondary school in Auckland were interviewed concerning their beliefs about: (1) parent role; (2) involvement in discussions and decisions concerning curriculum, pedagogy, rules, and discipline; (3) the nature and importance of home-school contact; and (4) school visits and the procedure for parent-teacher contact. The data suggest that elementary classroom teachers have an open door policy. More elementary teachers perceive contact as direct than teachers at any other level of schooling. Nearly all the parents of elementary school children see direct contact with the classroom teacher as the norm. However, parents do not seem to be regarded by professionals as anything close to equal partners. Parents are not considered by others or themselves to be alternate teachers. Yet the importance of the home in literacy learning is widely acknowledged. Teachers are considered experts, and this contrasts with parents who are seen as having little to offer to discussions of curriculum or pedagogy. Appended are 19 references. | [FULL TEXT]

Parry, Lindsay J. (1998).  Origins and Evolution of Elementary Social Studies in Australia, 1930-1970.  Social Studies, 89, 2. 

Explores the transnational character of social studies in Australia from 1930 to 1970 and the far-reaching nature of ideas and decisions made during this time. Specifically examines a historical case study of the adoption of social studies in Queensland from 1950 to 1970. Discusses the influence of U.S. based pedagogy.

Parscal, Jeannie N. (1991).  "Katherine With-a-K and Little Nato": A Case Study of Culturally Responsible Pedagogy. 

This case study, one of four, is part of a larger study, "Ethnographic Case Studies of Culturally Responsive Pedagogy (CRP) of At-Risk Students in Middle School Classrooms." The study provides relevant case literature regarding CRP for the enhancement of preservice teacher education and describes the characteristics of a multicultural classroom in "Little Nato," a transitional, urban area, where the teacher, Katherine, practices the philosophy, theory, development, and application of holistic education and CRP. CRP is defined as the incorporation of diverse content and approaches into the process of teaching while attending to the cultural norms that affect learning. Ethnographic methodology was utilized to collect data through classroom observation and through interviews with Katherine and her students. Findings suggest that Katherine created a successful atmosphere of learning by fostering a positive, creative learning environment and by implementing instructional content and modalities relevant to her students, thus facilitating their personal growth as well as their academic achievement. | [FULL TEXT]

Pate, P. Elizabeth; And Others (1997).  Making Integrated Curriculum Work: Teachers, Students, and the Quest for Coherent Curriculum. 

This book provides a detailed account of a year-long curriculum development project by an interdisciplinary team to create an inclusive, democratic curriculum at a suburban Georgia middle school. The first chapter is an overview of the study and lists the eight components deemed essential to a "coherent" curriculum. A separate chapter, many including illustrations, is devoted to each component. Project goals, the first component, were determined first. Another component, the democratic classroom, includes a discussion of management plans, group processing, grading policy, and group work guidelines. Traditional and alternative assessment models and the curriculum design processes are discussed next. A fifth component is content integration, and modeling as well as integrating content within thematic units, are covered here. The discussion of pedagogy uses a Human and Civil Rights unit to illustrate specific strategies for brainstorming, making connections, story telling, simulation, and collaborative problem solving. The communication component covers communication with students, with parents, and student and teacher communications with others. The chapter on scheduling and organizational structures covers team teaching, class schedules, and classroom organization. The final component, reflection, asks what works, what does not work, and what was learned. In Chapter 10, the design of a sample unit called Communities of the Future, is set out.

Patterson, Annette (1992).  Individualism in English: From Personal Growth to Discursive Construction.  English Education, 24, 3. 

Explores reading as discursive practice, assuming that all readings are produced by particular groups to represent their specific interests. Constructs a reading of English education over the past century, focusing on a humanist conception of individualism promoted through personal growth pedagogy, and on the shift toward a poststructuralist view of individualism labeled "subjectivity."

Patterson, Robert S.; Michelli, Nicholas M.; Pacheco, Arturo (1999).  Centers of Pedagogy. New Structures for Educational Renewal. Agenda for Education in a Democracy Series. Volume 2. 

This book, designed for provosts, college deans, school leaders, and university faculty, provides guidance on achieving transformation in teacher education through a structural innovation called a "Center of Pedagogy." The book provides a rationale and illustrations of ways to build bridges among the arts and sciences, education, and partner schools to create a faculty devoted to strengthening teacher preparation and schooling. The book examines a growing movement of schools and universities collaborating to break down traditional barriers and promote systemic educational renewal, offering a practical framework for advancing university-school collaboration on educational improvement. Papers draw from university deans' diverse experiences and emphasize the Centers of Pedagogy model. Featuring case examples from many successful partnership programs, this book studies policies, organizational structures, and other key conditions needed to establish such vital centers. Part 1, "The Case for Centers of Pedagogy," includes "The Roots of an Idea,""Operating Effective School-University Partnerships," and "Centers of Pedagogy: The Concept." Part 2, "Centers of Pedagogy in Practice," includes discussions of programs at Montclair State University, New Jersey; Brigham Young University, Utah; and The University of Texas at El Paso. Part 3, "Developing Successful Centers of Pedagogy," features "Crosscutting Themes: Goals, Principles, and Obstacles," and "Current Conditions, Essential Qualities, and Lessons for the Future." John Goodlad offers an afterword. An appendix contains a survey of institutions of higher education.

Paulsen, Michael B. (1990).  When Students Have No Faces: Techniques for the Blind College Teacher.  College Teaching, 38, 1. 

Due to the nature of his or her handicap and the need for appropriate, innovative pedagogy, the blind college teacher engages in behaviors that may fulfill both the task and relationships dimensions of Lowman's model of effective teaching. Discussed are teaching techniques found to be effective by a blind professor.

Paulston, Rolland G., Ed. (1996).  Social Cartography: Mapping Ways of Seeing Social and Educational Change. Garland Reference Library of Social Science, Volume 1024; Reference Books in International Education, Volume 36. 

This volume of essays enables readers to see utility in the practice of social mapping as it opens traditional cartographic representation to multiple perspectives and the play of difference. This book argues that social mapping is useful in constructing more comprehensive and reasonably accurate representations of social and cultural phenomena. Of benefit to comparative educators and other knowledge workers, social mapping allows better visualization of all the social "scapes" seen to constitute the challenging new world. The book is divided into four parts with nineteen chapters. The preface introduces "Four Principles for a Non-Innocent Social Cartography". Part 1, "Mapping Imagination," includes (1) "Social Cartography: A New Metaphor/Tool for Comparative Studies" (Rolland G. Paulston; Martin Liebman); (2) "From Modern to Postmodern Ways of Seeing Social and Educational Change" (Val D. Rust); (3) "Constructing Knowledge Spaces and Locating Sites of Resistance in the Modern Cartographic Transformation" (David Turnbull); and (4) "The Timely Emergence of Social Cartography" (Thomas W. Mouat IV). Part 2, "Mapping Perspectives," contains: (1) "Spatial Analysis in Social Cartography: Metaphors for Process and Form in Comparative Educational Studies" (Joseph R. Seppi); (2) "Mythopoeic Images of Western Humanism" (Anne Buttimer); (3) "Ways of Mapping Strategic Thought" (Anne Sigismund Huff); and (4) "Envisioning Spatial Metaphors from Wherever We Stand" (Martin Liebman). Part 3, "Mapping Pragmatics," offers: (1) "Mapping Gendered Spaces in Third World Educational Interventions" (Nelly P. Stromquist); (2) "Mapping the Utopia of Professionalism: The First Carnegie International Survey of the Academic Profession" (Esther E. Gottlieb); (3) "Postmodernism and Participation in International Rural Development Projects: Textual and Contextual Considerations" (Christopher Mausolff); (4) "Listening to the Other: Mapping Intercultural Communication in Postcolonial Educational Consultancies" (Christine Fox); (5) "A Ludic Approach to Mapping Environmental Education Discourse" (Jo Victoria Nicholson-Goodman); and (6) "Social Mapping: The Art of Representing Intellectual Perception" (Martin Liebman). Part 4, "Mapping Debates," includes: (1) "Pedagogy and Subalternity: Mapping the Limits of Academic Knowledge" (John Beverley); (2) "Postcolonial Feminism in an International Frame: From Mapping the Researched to Interrogating Mapping" (Patti Lather); (3) "Mapping the Spaces of Capital" (Crystal Bartolovich); (4) "Jameson's Project of Cognitive Mapping: A Critical Engagement" (Robert T. Tally, Jr.); and (5) "Social Cartography, Comparative Education and Critical Modernism: Afterthought" (Carlos Alberto Torres).

Payne, Charles (1991).  The Comer Intervention Model and School Reform in Chicago: Implications of Two Models of Change.  Urban Education, 26, 1. 

Discusses two plans for reforming urban schools: the Comer model, begun in New Haven schools in 1968, and the Chicago school reform, begun in 1989. The former emphasizes community; the latter, accountability. Both demonstrate that, when people are not alienated, they will actively participate in improvement programs.

Payne, Christopher A.; Bennett, Ellen B. (1999).  Service-Learning and Changes in Involvement Preferences among Undergraduates.  NASPA Journal, 37, 1. 

Study represents evolving research on service-learning and the ability of the Community Service Involvement Preference Inventory (CSIPI) to measure how students prefer to become involved in community service. Results suggest that the CSIPI may lend itself to advancing empirical arguments for transforming service from an extracurricular activity to a method of pedagogy. 

Pearce, Kimber Charles (1994).  "Dissoi Logoi" and Rhetorical Invention: Contradictory Arguments for Contemporary Pedagogy. 

This paper examines the origins of "dissoi logoi" (or twofold arguments) as a sophistic concept and pedagogical practice. A rationale is offered to explain why "dissoi logoi" should be adopted as a conceptual base for teaching invention in contemporary public speaking courses. Aristotelian and Protagorean perspectives on "dissoi logoi" are compared and contrasted to reveal the need to teach "dissoi logoi" to contemporary students because of the heterogeneous nature of audiences in modern society. Contains 44 references.  | [FULL TEXT]

Pearlman, Marianne Spencer (1993).  Language Telecourses for Adults--Pros and Cons.  [Mid-Atlantic Journal of Foreign Language Pedagogy] 

Telecommunicated learning has been available since the 1930s, with the use of radio for instruction. Research has been conducted on its effectiveness, but little that focuses on the specifics of language learning. In the past two decades, language telecourses have proliferated and are used widely for adult education. This article reports on the experience with language telecourses at Catonsville Community College (Maryland), comparing the success of telecourse students (the number who earn a grade of "C" or better) to that of students in regular courses. More studies need to be conducted on the proficiency of telecourse students versus that of regular students. | [FULL TEXT]

Pechman, Ellen M.; Turnbull, Brenda J. (1995).  Integrating State Systemic Reforms and Chapter 1 Programs: Insights from Early Initiatives. Final Report. 

This report examines the effects of early efforts to link the Elementary Secondary Education Act's (ESEA's) Chapter 1 (now Title I) programs to state and district education reforms, which are standards-based. The report focuses on how Chapter 1 standards and accountability requirements connect with new state-level standards, curricula, and assessments for all children; how new curriculum frameworks and higher standards are changing teaching and learning in Chapter 1 programs; how new state assessments track individual student progress and improve overall program accountability; and how successfully integrated Chapter 1 programs and evolving systemic reforms can provide lessons for Title I policy. Data were gathered during visits to five state departments of education and nine districts within the states of Arizona, California, Kentucky, Maryland, and New York. Reforms had been implemented at each site for three or more years. Key findings include the following: Leading-edge states and districts have attempted to link changes in Chapter 1 to their own reform efforts; the implementation of standards and new assessments is a slow and unstable process; the states have disseminated documents that outline achievement and expectations, but these vary in depth, breadth, and the amount of information they provide about curriculum and pedagogy; The Chapter 1 program is a valuable resource for capacity building in several states and districts; and local leadership depends on effective management and community involvement. Appendices contain an overview of program linkages in the case study districts, a table showing the status of new assessment development in case study states, and examples of data reported for state assessment and accountability programs. | [FULL TEXT]

Peck, Anthony (1994).  Partnerships between Schools and Training Institutions: The Example of Modern Languages.  Language Learning Journal. 

Discusses the role of higher education institutions and training schools in the education of foreign language teachers in the United Kingdom, focusing on the importance of teaching methods, didactics, and pedagogy at these respective institutions. (six references)

Peck, Donald M.; Connell, Michael L. (1991).  Developing a Pedagogically Useful Content Knowledge in Elementary Mathematics. 

Elementary school teacher candidates typically enter their professional training with deficiencies in their conceptual understanding of the topics of elementary school mathematics and with a reliance upon procedural (algorithmic) approaches to the solutions of mathematical problems. If elementary school teacher candidates are expected to teach mathematics in a manner conducive to student conceptual development, then it is critical for the individual candidate to possess personal meanings for the topics of elementary school mathematics and to develop an understanding of the processes involved in student conceptual development. This report describes the pedagogy common to two mathematics methods courses designed to help teacher education students actively restructure their existing mathematical knowledge and expand their views of what understanding mathematics might involve. The teacher candidates are given the opportunity to restructure their own content knowledge using curriculum and instructional approaches similar to those which they will later hopefully use in their own classrooms. Data on mathematical content understandings (rational numbers, fractions, area, volume) and behavioral perceptions (anxiety, confidence, and justification patterns) were gathered from four undergraduate sections and one graduate section of the methods courses. These data indicate significant changes in candidates' mathematical understandings and views of pedagogy. Item analysis of content responses using Student-Problem Curve Theory shows that the candidates' conceptualization of content improves in focus over the course of the class, indicating a deeper level of knowledge structure. Preliminary analysis of structured interviews shows significant shifts in teacher candidates' conceptions of what mathematics is, their view of potential roles in instruction, and methods for evaluating students' success in mathematics relative to their original pre-class positions. A copy of the pretest is included. (37 references) | [FULL TEXT]

Peck, Jacqueline K.; Hughes, Sharon V. (1996).  Inquiry Pedagogy: Maximizing Literacy Learning and Teaching through Shared Inquiry. 

A study examined one first-grade teacher's use of inquiry pedagogy to maximize literacy learning and teaching in her classroom. The setting for the study was a classroom in the Cleveland, Ohio, School District. In this classroom literacy events build upon students' prior knowledge and experience gleaned from their lives outside the classroom and from what they do within the classroom community. Data were collected through interviews during the first 10 weeks of the school year. Inductive data analysis uncovered tentative categories that were refined through the constant-comparative method. A pattern emerges from analysis of the data, appearing in several variants. Comments in the data indicated segments pertaining to evaluation yielded four domains: observing, listening, assessing, and self-evaluating. The two domains that emerged from analysis of the data relevant to documentation are individual and wholistic. Many data segments demonstrate how information gathered feeds back into the decision making process in both formative and summative ways. Results indicated six significant dimensions of the inquiry pedagogy: (1) prospective/retrospective; (2) molar/molecular; (3) question answering/question asking; (4) planful/in flight; (5) formality/informality; and (6) introspective/enacted. Findings suggest that reciprocity, with the teacher as the learner and the learners as teachers, and both as inquirers, is the essence of inquiry pedagogy. Implications for staff development are that issues of process and affect need to be addressed and the evolving nature of the inquiry pedagogy process needs support. Further research is suggested. | [FULL TEXT]

Peck, Jeffrey M. (1992).  Toward a Cultural Hermeneutics of the "Foreign" Language Classroom: Notes for a Critical and Political Pedagogy.  ADFL Bulletin, 23, 3. 

Explores differences between college English and foreign-language departments' treatment of literature and culture education, making a case for enhancing foreign language pedagogy's transmission of culture and literature through restructured academic territories, reorganization of authority, and redistribution of resources. (19 references)

Peckham, Irvin (1996).  Their Sticks, Our Chalk.  Composition Studies/Freshman English News, 24, 1-2. 

Proposes an alternative pedagogy and curriculum to one implied by the text, "Ways of Reading," which provides a set of difficult, theoretical texts for writing classes. Suggests that teachers should learn something of the student's world as the student learns of the teacher's.

Peelle, Carolyn C. (1999).  James Farmer on Affirmative Action and Race Relations, and the Trotter Review Special Report on "Diversity, Pedagogy and Higher Education: Lessons and Accomplishments."  Equity & Excellence in Education, 32, 3. 

Examines excerpts from the late James Farmer's presentation to the William Monroe Trotter Institute at the University of Massachusetts. Farmer devoted his life to civil rights activism and social reform. Comments on the most recent Trotter Review, "Diversity, Pedagogy and Higher Education: Lessons and Accomplishments," which includes 17 essays that explicate many of the complexities that Farmer recited.

Pellegrini, A. D.; Galda, Lee (1993).  Ten Years After: A Reexamination of Symbolic Play and Literacy Research.  Reading Research Quarterly, 28, 2. 

Discusses the roles of Piagetian and Vygotskyan theories. Reviews longitudinal naturalistic and experimental research on symbolic play's role in literacy development. Finds a limited role of adults in symbolic play and oral language production and that children's use of language to talk about language while interacting with peers is important in early reading. Discusses implications for pedagogy.

Pellegrini, A. D.; Horvat, Michael (1995).  A Developmental Contextualist Critique of Attention Deficit Hyperactivity Disorder.  Educational Researcher, 24, 1. 

Critiques the current concept of attention deficit hyperactivity disorder (ADHD) as it applies to primary school boys and girls. The article defines ADHD, presents a model of developmental contextualization, and shows ways in which theory can overcome limitations in current conceptualizations of ADHD and guide future pedagogy and research.

Pena, Robert A. (1997).  Community Based Organizations and Public Schools: Implications for Inclusion, Pedagogy, and the Organizational Context of Schools. 

Friendly House was created in 1920 to promote literacy among new families entering the United States. An analysis of the afterschool and the summer-school programs offered by Friendly House is offered here. The study includes information on these programs, as well as the policies, practices, and procedures used in providing for the needs of economically disadvantaged children and their families. The text also describes the perceptions of Friendly House personnel regarding daily operations. The paper opens with demographic information for the area and details ways in which Friendly House serves the community. The study design is discussed next, along with the research questions and the findings. Results are grouped under six questions, such as How would students, instructors, tutors, and administrators describe their relationships with students and others? To what extent are curriculum and instruction related to students' present and future lives? What is the staff philosophy as regards working with students? and What types of support are offered at Friendly House? Recommendations for improving the process and quality of services delivered and for improving relations with the different public feeder schools that send students to Friendly House are given by various students and staff. (Nine appendices contain the tabulation of data.) | [FULL TEXT]

Penner, Janice (1995).  Change and Conflict: Introduction of the Communicative Approach in China.  TESL Canada Journal, 12, 2. 

Examines how the beliefs, pedagogy, and structures that have developed in the Chinese English-language classroom culture restrict pedagogical change advocated by foreign and Chinese change agents. These issues clarify some of the complexities of pedagogical change and inform educators considering teaching English as a foreign language. (49 references)

Pennington, Martha C. (1999).  Computer-Aided Pronunciation Pedagogy: Promise, Limitations, Directions.  Computer Assisted Language Learning, 12, 5. 

An overview is presented of the promise and limitations of working on the computer to improve pronunciation in a second language. It is maintained that the considerable promise of the computer as an instructional tool for developing language learners' pronunciation has yet to be realized in practice.

Pennycook, Alastair (1990).  Critical Pedagogy and Second Language Education.  System, 18, 3. 

An exploration of second-language educational practice in broader social, cultural, and political terms focuses on critical pedagogy, raising questions that should help to extend understanding and conception of curriculum and educational practice. (45 references)

Pennycook, Alastair (1999).  Introduction: Critical Approaches to TESOL.  TESOL Quarterly, 33, 3. 

Highlights unifying concerns in the articles contained in this special issue. The three main themes that constitute critical approaches to TESOL are the focus: the domain or area of interest, transformative pedagogy, and a self-reflexive stance on critical theory.

Penslar, Robin Levin, Ed. (1995).  Research Ethics. Cases and Materials. 

This book is a comprehensive resource of illustrative cases for classroom discussion of research ethics in the natural sciences, the behavioral sciences, and the humanities. The materials selected for inclusion are intended to speak to people in all disciplines, though the cases are drawn from biology, psychology, and history. They cover such topics as plagiarism, confidentiality, conflict of interest, fraud and misconduct, access to research materials, the obligations of mentors and teachers, the reporting of data, and the participation of human and animal subjects in research. Specific pedagogical suggestions for many of the cases are provided in the instructional notes. The book also provides discussions of ethical theory and pedagogy. An annotated bibliography describes possible resources for instructors to use as supplements to the cases, assist readers who are developing courses in research ethics, and aid further research on the subject. The book is intended to provoke discussion and debate, rather than provide answers. (Individual chapters contain reference notes and the annotated bibliography contains approximately 250 references.)

Pepin, Birgit; Moon, Bob (1999).  Curriculum, Cultural Traditions and Pedagogy: Understanding the Work of Teachers in England, France and Germany. 

This paper analyzes the ways in which national cultural traditions influence the processes of curriculum and pedagogic renewal in three contrasting European countries: England, France, and Germany. The paper is concerned with the ways national school traditions permeate through to systemic features, to the curriculum, and to teachers' pedagogies in their classrooms. Drawing primarily on a recent study of mathematics teachers' work, the research findings in the paper demonstrate that national cultural traditions in England, France, and Germany are a major determinant and influence on the system of schooling in general, on national curricula, and on teachers' principles and classroom practices in schools. The paper argues that an awareness of the socio-cultural and philosophical base upon which systems have developed is a critical element in analyzing and understanding contrasting national models of curricular and pedagogic organization, and that a lack of such understanding is likely to inhibit the process of curriculum change at all levels of the system.   | [FULL TEXT]

_____. (1997).  Perspectives of Chinese American Education in the 21st Century. Proceedings of the Annual International Conference of the Chinese American Research and Development Association (CAERDA) (5th, Houston, Texas, September 20, 1997). 

The papers from this conference are presented in three parts. Part 1 includes the panel sessions. Section 1 of part 1, "Trends, Policies, and Resources in Education," includes the following papers: "Continuing Higher Education and the Asian-American Perspective" (L.L. Hsu); "New Directions for Education: Minister Jin Wu's Initiatives to Rebuild Taiwan's Schools" (C.J. Liu); "City of Houston's Involvement in Education, Charter Schools in Texas, Flashing Yellow Lights, School Zones, Cooperative Programs with School, and Internet Availability" (M. Wong); and "Joint Efforts for Young Leadership Training" (E.L. Yao). Section 2, "Education Reform: Approaches and Implications" includes: "Educational Reform: The Student Perspective" (L.L. Chen); "Emerging Issues and Trends in Post Secondary Education" (D.L. To); and two articles with Chinese titles by A. Huang and L.C. Chiao. Part 2 includes the symposium and focuses on "Health, Social, Psychological, and Physical Development." The papers are: "Value of Physical Activities to the Growth and Development of Children and Youth Preference of Exercise Programs" (J.J. Zhang); "The Dimensions of Health" (J. Yi); "Aspects of Health and Spirituality" (B. Gor); "Psychological Perspectives of the Chinese American Education" (G. Lin); and "Ways of Coping with Stress of Chinese Students at an U.S. University" (F.M. Law and G.J. Guo). Part 3 offers the paper sessions. Section 1 of part 3 discusses "Students, Families, and Social Context" as follows: "Who am I? Chinese, American, or Both?--Coping with the Identity Issue and Becoming a Well-Rounded Person" (T. Hu and H.T. Liu); "What are the Anxious Examinees Thinking about while Taking a Test: An Introduction Using 'Thinking Aloud' Method" (A. Lau); "General Perceptions of School and Home among Asian-American Students and Their Parents" (M.G. Lian and K.F. Poon-McBrayer); "Parental Involvement: A New Challenge to Asian-American Parents" (W. Shen); "The Internal Consistency and Factor Structure of a Translation of Chinese Student Development Task and Lifestyle Inventory" (G.J. Guo and F.M. Law); and "The Preliminary Study of 1997 Taiwan Education Longitudinal Study" (S. Chang). Section 2, "Chinese Language Pedagogy and Ethnic Culture," includes "Classroom Activities for Enhancing Effectiveness in Teaching the Chinese Language" (C. Houng); "From Theory to Practice: An Application of Theme Cycle in Chinese Language Instruction" (L. Chang, J.M. Chang, S.H.L. Lee, and D. W. Lin); "Chinese Bilingual Education in the U.S.: A Case Study" (X. Qi); "A Case Study of Chinese Literacy Development" (M.C. Wang); "SAT II. Chinese Language Test and the Proficiency Oriented Instructional Approach" (T.H. Chao); "The Emergent Need for Forging Cross-Cultural Bonds in Education" (W. Mo); and "The Influence of Traditional Ethnic Culture on Education: The Chinese Experience" (S. Yuan). Section 3, "Teaching Effectiveness and Professional Development," includes "Burnout and Coping among High School Teachers in Taiwan" (C. Hwang, C. Hwang, and R.F. Scherer); "The Integration of Literature into Language Instruction" (L.T. Hsieh); "Empowerment through Participation: Chinese American in the Teaching Force" (J. Feng); "Making Instructional Media with College Students" (T.S. Li); "Teachers' Perception of Professional Development School" (J. Klingner and Z. Zhang); and "Practice and Research on the Continuous Education of Beijing Middle School and Primary School Teachers" (B. Shao). This section also includes a paper in Chinese by W.N. Shu.

Perin, Dolores (1998).  Curriculum and Pedagogy To Integrate Occupational and Academic Instruction in the Community College: Implications for Faculty Development. 

This is a case study of curriculum and pedagogy used to integrate academic and occupational education in the community college. The study investigated classroom practices, views of integrated instruction on the part of staff and students, and professional development approaches. Thirty-three integrated classrooms in seven community colleges in four states were studied. Instruction was integrated either through linking courses or infusing academic or occupational instruction in single courses. Two-thirds of the instructors applied a strong form of integration, and the majority of instructors combined teacher- and student-centered methods, contrary to the expectation that integrated instruction would primarily be student-centered. College faculty and administrators were highly concerned about students' need for improved academic skills, suggesting an overlap with the purposes of remedial education. At the same time, little explicit instruction in literacy or critical thinking skills was observed in occupational classrooms. A strong program of professional development combined with the support of senior administrators promoted sustainability. Several approaches to staff development had the potential to overcome faculty resistance to integrated instruction. Finally, despite much enthusiasm for academic-occupational integration, the study sites had almost no empirical evidence to offer. If integrated instruction is to be evaluated, it will be necessary to disentangle its effects from those of other good practices that tend to accompany it. Contains 70 references. | [FULL TEXT]

Perlman, Baron; McCann, Lee I. (1998).  Students' Pet Peeves about Teaching.  Teaching of Psychology, 25, 3. 

Argues that being aware of students' concerns about teaching can improve teachers' pedagogy. Reveals that undergraduates most frequently mention organization and planning, mechanics, lecture styles and techniques, and testing as concerns. Notes the response of faculty members involved in a survey of undergraduate psychology classes.

Perlstein, Daniel (1996).  Community and Democracy in American Schools: Arthurdale and the Fate of Progressive Education.  Teachers College Record, 97, 4. 

Schools in Arthurdale (West Virginia), a New Deal resettlement community for displaced coal miners, made landmark efforts to bring Deweyan ideals of progressive education to bear on community life. The article examines Arthurdale's pedagogy and history in order to illuminate ambiguities of educators' efforts to promote community, emphasizing unaddressed problems of racial and social inequalities.

Perrone, Vito (1997).  Reflections on Teaching: Learning to Teach and Teaching to Learn.  Teachers College Record, 98, 4. 

This autobiographical reflection on 40 years of teaching uses various accounts of schooling and teacher education practice against personal experience to explore continuities of teaching, progressive teaching practice, racial bias, teaching for understanding, teacher education, knowing the students, learning communities, teaching as a moral and intellectual formulation, and constructive pedagogy.

Perrone, Vito; Canniff, Julie G.; Casey, Mary E.; Cochrane, Candace; Fontaine, Carla; Ulichny, Polly; Williams, Ben; Wood, Douglas (1999).  Living and Learning in Rural Schools and Communities: Lessons from the Field. A Report to the Annenberg Rural Challenge. 

This volume compiles descriptions of the work being done by rural students in 13 schools/sites with grants from the Annenberg Rural Challenge. The work reflects a belief in education that privileges the local nature of learning and connects schools and communities for their mutual benefit. Entries include focused lessons, long-term projects, and fully developed curricula, as well as practice-oriented stories and related personal reflections. Each entry includes contact information; academic content area; grade levels; length of time; a description; and, in some cases, samples of work. Projects include arts projects based on the local environment or culture, water and biodiversity projects, local history projects, and comprehensive projects that incorporate pedagogy of place into the curriculum or that promote deeper integration of school and community.

Perry, Bob; Yee, Foong Pui; Conroy, John (1996).  Mathematics Learning, Mathematics Teaching: Views of Student Teachers from Singapore and Australia. 

Student teachers in Australia and Singapore were asked to solve a one-step ratio problem and to complete open sentences about the nature of mathematics and mathematics pedagogy. The purpose of this paper is to investigate the similarities and differences in proportional reasoning of the student teachers in Australia and Singapore through the approaches and strategies they used in solving the ratio problem. From their responses to the open sentences, this paper also presents the differences and similarities between the two country groups in their beliefs about the nature of mathematics and how mathematics is learned and taught. The relationships between beliefs about mathematics and variables in solving the ratio problem are discussed with particular reference to the curriculum and pedagogical contexts in Australia and Singapore. | [FULL TEXT]

Perry, Mark (1997).  We're All Equal and Some Are More Equal than Others: Retro and On-going Musings on the Evolving Identities of Anti-Racist White Educators. 

This study examines the attitudes of eight white teachers, plus the principle investigator, who characterize themselves as anti-racist and what experiences contributed to the development of those attitudes. The analysis reviewed present teacher education courses and cited research about alternative programs and at-risk students. The driving force of teaching is engagement and not what the state or education school mandates. Engaged pedagogy includes: (1) cultural relevancy; (2) teacher reflection; (3) a pedagogy of hope; and (4) teachers as researchers (and curricularists). The study also raises the questions about current dilemmas related to curriculum changes and risk-taking to develop student engagement. | [FULL TEXT]

Perry, Rosemary; And Others (1997).  A Teaching and Learning Initiative Using Audiographics-Conferencing Some Emerging Issues.  [Journal of Australian Research in Early Childhood Education] 

This study investigated a trial use of simultaneous telephone and computer (audiographics) conferencing to teach a Master of Education unit, "Early Childhood Curriculum Design Issues," at the Queensland University of Technology in 1994. Data were collected in written form from students, lecturers, and observers concerning their experiences, focusing in particular on problems they had encountered, the impact of the technology on their learning, and suggestions and advice for the future development of the approach. Results showed that overall, students rated the sessions as being at least as effective as conventional on-campus methods. Audiographic conferencing was rated most highly in terms of keeping students' attention and in developing a class atmosphere conducive to learning; it was seen to be least effective in terms of allowing students to discuss topics with each other. Lecturers' reflections suggested that their feelings progressed from an initial state of anxiety about using the equipment to an enthusiasm for its possible benefits. Observers' comments corresponded with lecturers' observations. Findings indicated that, provided the pedagogy is clearly articulated and the technology regarded as a tool in its implementation, audiographics conferencing is a promising teaching tool. | [FULL TEXT]

Persell, Roger (1994).  Reworking the Science Curriculum: A Case Study in the Interdependence between Introductory Biology and Multiculturalism.  Journal of Science Education and Technology, 3, 4. 

Within the context of a new college wide pluralism and diversity requirement, a large introductory biology course is now the testing ground for an interdependent model of multicultural education. The implications for multiculturalism, science pedagogy, and the pivotal role of introductory courses are discussed.

Person, Natalie K.; And Others (1995).  Pragmatics and Pedagogy: Conversational Rules and Politeness Strategies May Inhibit Effective Tutoring.  Cognition and Instruction, 13, 2. 

Examined two cross-aged tutoring corpora to show how conversational rules and politeness strategies can potentially enhance or inhibit effective tutoring. Suggests that politeness strategies are more prevalent in less constrained domains, even though their use may inhibit effective tutoring. Tutors should be cognizant of these costs and benefits, because such awareness may enhance the overall effectiveness of tutoring.

Persson, Ulla-Britt (1994).  The Importance of Functional Literacy Skills in a Changing World. 

A study investigated Swedish students' attitudes about the point of being able to read. Subjects were 53 Swedish students in grades 5 and 8. Their answers were distributed into three categories: a survival and participation perspective; a dynamic-instrumental perspective; and a personal experience perspective. Regardless of performance level, most students had a rather practical view of literacy skills. They believed that reading is a skill that is difficult to do without. Several of the skilled readers felt sorry for those less fortunate than themselves, but some of them took a somewhat normative stance. By grade 8, many of the poor readers have given up acquiring reading skills. The school system has great responsibility in helping as many students as possible to acquire functional literacy skills. Educators should not stop trying, although it seems that about 10% of the Swedish population do not reach a functional literacy level. | [FULL TEXT]

Peters, Michael, Ed. (1999).  After the Disciplines: The Emergence of Cultural Studies. Critical Studies in Education and Culture Series. 

This collection of essays contains responses to a request to examine the emergence and formation of "cultural studies" within the university and the implications of cultural studies for an economics of "disciplinarity." The majority of the contributors are from the University of Auckland, New Zealand. Following an introduction by Michael Peters, the chapters are: (1) "The Political Economy of 'Studies'" (Ruth Butterworth); (2) "After the Science Wars: From Old Battles to New Directions in the Cultural Studies of Science" (Robert Markley); (3) "Going to Cyberschool: Post/Trans/Antidisciplinarity at the Virtual University" (Timothy Luke); (4) "Fragmented Visions: Excavating the Future of Area Studies in a Post-American World" (Ravi Arvind Palat); (5) "Geography and Area Studies" (Warren Moran); (6) "Women's Studies/Cultural Studies: Pedagogy, Seduction and the Real World" (Maureen Molloy); (7) "Disciplined Absences: Cultural Studies and the Missing Discourse of a Feminist Politics of Emotion" (Megan Boler); (8) "The Late Show: The Production of Film and Television Studies" (Roger Horrocks); (9) "The Development of Maori Studies in Tertiary Education in Aotearoa/New Zealand" (Ranginui Walker); (10) "Literacy Studies in Education: Disciplined Developments in a Postdisciplinary Age" (Colin Lankshear); (11) "Doing Cultural Studies: Youth and the Challenge of Pedagogy" (Henry A. Giroux); and (12) "Humanities in the Postmodern" (Brian Opie). Each chapter contains references.

Peterson, Donovan; And Others (1992).  Clinical Pedagogy: Defining and Measuring the Teaching of Essential and Higher Order Thinking Skills.  Journal of Personnel Evaluation in Education, 6, 1. 

The relationship between teacher performance related to student essential skills achievement and teacher performance related to student acquisition of higher order thinking skills was examined for 19 secondary school teachers. Effects of a training program in teaching higher order skills and relationships between teacher knowledge and practice were examined.

Peterson, Kent D.; Marks, Helen M.; Warren, Valli D. (1996).  SBDM in Restructured Schools: Organizational Conditions, Pedagogy and Student Learning. Final Deliverable for OERI. 

One of the most widespread restructuring reforms involves decentralizing decision making to schools and sharing decision making with a variety of groups. This paper presents findings of a study that examined the organizational conditions in schools using School-Based Decision Making (SBDM) where there is higher quality instruction and greater student learning. The study examined the variation in structures used for SBDM, the arenas for SBDM decision making, as well as the role of principals and others in this form of governance. It also examined how organizational features vary in SBDM schools, with an investigation of relationships among school size, complexity, gender of staff, sense of empowerment, professional community, goal consensus, power relations, and principal leadership. Finally, the study provides a picture of factors found in schools with higher levels of authentic pedagogy and student learning. Data were obtained from 24 public schools undergoing restructuring through an analysis of school profiles, questionnaires of over 900 teachers, site visits, observations of 144 teachers, an analysis of student work, interviews with teachers, and document analysis. Findings indicate that when schools choose to restructure, one of the most prevalent changes is the establishment of new, decentralized governance structures. These often consist of several common features, including school-level councils, a mix of participants, new arenas for decision making, and increased discretion over budget, curriculum, and personnel. Second, there is considerable variation in intermediate conditions such as teacher sense of empowerment and professional community. Third, SBDM alone is not associated with variation in instructional quality or student learning using measures of authentic pedagogy and learning. Fourth, SBDM alone does not seem to be a sufficient change to foster quality instruction and student learning. Three figures and four tables are included. | [FULL TEXT]

Peterson, Mark (1998).  Creating Hypermedia Learning Environments: Guidelines for Designers.  Computer Assisted Language Learning, 11, 2. 

Proposes preliminary guidelines applicable to the creation of hypermedia-based learning environments that draw on insights gained from research in a number of fields. The framework encompasses (1) the importance of modern pedagogy in shaping instructional design, (2) cognitive and instructional design factors that may facilitate development of second-language acquisition, and (3) findings from research on human computer interaction.

Peterson, Tom; Hart, Tobin (1997).  Pedagogy for the Soul: Re-visioning of Spirit in Education.  Educational Horizons, 75, 4. 

This essay is about rediscovery and renewal of a paradigm that is deeply rooted in spiritual traditions and the courage needed to reclaim its wisdom and power. "Spirit" refers to the quality that vitalizes individuals to venture beyond self-definition.

Petracca, Mark P. (1990).  Teaching Political Science in China: Observations and Suggestions from a Foreign Visitor.  Perspectives on Political Science, 19, 4. 

Describes teaching Western political theory at Beijing University (China) in 1987, a period of political modernization. Suggests changes to enhance education and scholarship in China concerning instructional pedagogy. Notes the need for critical writing skills, finds students limited in their ability to analyze scholarly writing, and recommends improved access to research materials.

Petruzzi, Anthony P. (1998).  Between Conventions and Critical Thinking: The Concept of "Limit-Situations" in Critical Literacy and Pedagogy.  JAC: A Journal of Composition Theory, 18, 2. 

Demonstrates that Paulo Freire has a view of truth as the critical disclosure of "limit-situations" that is outside of Patricia Bizzell's earlier social constructionist intellectual framework and the later framework that she calls "postmodern skepticism." Demonstrates how Mark Mathabane's "Kaffir Boy and African Women: Three Generations" shows the way authentic knowledge is gained by problematizing his community's discourse conventions.

Pettersson, Rune (1995).  The Learning Helix. 

This paper discusses a mental model of learning based on the processes of attention, perception, processing, and application. The learning process starts with attention, such as curiosity, excitement, expectation, or fear; in pedagogy this is called motivation. New impressions are dependent on and interpreted against the background of previous experience and learning, or "frame of reference." One of the main reasons for using pictures in magazines, newspapers, and books is to draw attention to the material; in the case of moving images, the visual material and presentation must constantly redraw the attention to hold the viewer's interest. The concept "perception" is a collective designation for the processes in which an individual obtains information on the outside world. The"laws" of perception include: figure/ground contrast; similarity; proximity; continuity; closure; common fate; objective set; contrast; and previous experience. Information processing and storage is referred to as memory. Memory functions include sensory memory, short-term memory, and long-term memory; forgetting is the process through which information in memory becomes inaccessible. Results from several experiments show that when contents are the same in visual, audio, and print channels, learning is maximized. After the attention, perception, and processing of information, new knowledge can be applied and tested in different applications. Four figures depict these processes, including the combination of all processes in the learning helix model. | [FULL TEXT]

Peukert, Ursula (1999).  Early Childhood Education as a Scientific Discipline: A State-of-the-Art Perspective.  International Journal of Early Years Education, 7, 3. 

Proceeds from a retrospective of conceptions of Rousseau and Froebel to argue that early-childhood education should be grounded in dimensions of subjectivity, intersubjectivity, society, and history to enable analysis of its various tasks in their respective specificity and reciprocal dependence. Characterizes the challenges facing such a theory and outlines resulting systematic issues for a pedagogy of early childhood.

Pewewardy, Cornel D. (1992).  "Practice into Theory" Journey to the Year 2000: Culturally Responsible Pedagogy in Action...The American Indian Magnet School. 

Many American Indian youth confront a choice of forfeiting their cultural heritage in favor of academic achievement. The newly established American Indian Magnet School in St. Paul (Minnesota) addresses this issue by integrating American Indian methodology and ideology across all curriculum areas through effective teaching and sensitivity to learning styles of all students. The school serves 300 Indian and non-Indian students in Grades K-8, and uses cooperative teaching methods, whole language instruction, multicultural literature, and noncompetitive assessment methods. The school provided action research to rediscover the teaching and child-rearing practices of traditional Native peoples and to blend "practice into theory." This paper also discusses: (1) characteristics needed by teachers of Indian students; (2) elements of a teacher education curriculum that espouses a culturally responsible pedagogy for Indian children; (3) recommendations for classroom techniques; (4) the importance of language preservation programs; (5) the debate over the form of Native language instruction; (6) "cultural literacy" and the literary canon versus multicultural education; (7) matching teaching and learning styles; (8) American Indian Studies programs; and (9) developing links between school and tribal community. | [FULL TEXT]

Phelan, Anne M. (1994).  Unmasking Metaphors of Management: A Pedagogy of Collaborative Deconstruction.  Teaching Education, 6, 1. 

Expresses concern over the unproblematic acceptance of authoritative educational discourses by educators, describes one educator's efforts to engage teachers in problematizing of a particularly authoritative educational discourse (classroom management) in colleges of education, and highlights a graduate course that engaged teachers in exploring and questioning the discourse of classroom management.

Phelps, Louise Wetherbee (1995).  Reproducing Composition and Rhetoric: The Intellectual Challenge of Doctoral Education.  Composition Studies/Freshman English News, 23, 2. 

Makes the case for analysis, reflection, and debate about doctoral education in composition and rhetoric at this historical moment. Maintains that the number of established graduate programs in composition and rhetoric calls for a pause for critical reflection.

Phillips, Gerald M. (1991).  Communication Incompetencies: A Theory of Training Oral Performance Behavior. 

Arguing that the most effective method to help shy people develop essential social and communication skills is a modification of the way these people perform, this book proposes a system which includes skills training, cognitive restructuring, and systematic relaxation. The book's 12 chapters are as follows: (1) Understanding Communication Problems; (2) The Penn State University Reticence Program (contributed by Lynne Kelly); (3) The Problems of Problem Communicators; (4) Etiology of Communication Incompetence; (5) The Rhetorical Canons as a Basis for Pedagogy; (6) What Is Teachable: The Pedagogy of Social Discourse; (7) A Theory of Performance Modification; (8) Reducing Reifications to Behaviors; (9) The Instructional Model; (10) Improving Performance through Criticism; (11) Anxiety and Social Performance; and (12) The Milieu of Incompetence: A Quest for Order. An appendix presents an article entitled "Perspectives on Communication Competence" contributed by Rebecca B. Rubin. An extensive bibliography in two sections, citing references and listing works (with brief annotations) that influenced the book, is also included.

Phuntsog, Nawang (1998).  The Magic of Culturally Responsive Pedagogy: In Search of the Genie's Lamp in Multicultural Education. 

In recent years, there has been growing interest in helping teachers develop culturally responsive teaching strategies. This paper profiles crucial aspects of a culturally responsive pedagogy and proposes a holistic framework for integrating different levels of culture into culturally responsive teaching. A literature review examined 13 documents published between 1992 and 1997. The research suggested that culturally responsive teaching encompasses respect for diversity; creation of a safe, inclusive, respectful environment; integration of responsive teaching practices in all disciplines; and transformation of curriculum to promote social justice and equity in society. The literature review highlighted problems and issues that researchers consider crucial for developing culturally responsive teaching. A main finding was that educators' attitudes play a vital role in either empowering or disabling diverse students. The proposed framework integrates salient features of culturally responsive practices, recognizing the teacher's central, crucial role. It shows interrelationships between four levels of culture (personal, microculture, macroculture, and global culture). It's five essential features are cultural literacy, self-reflective analysis, caring and inclusive classrooms, respect for diversity, and critical pedagogy/transformative curriculum. | [FULL TEXT]

Piburn, Michael D.; Middleton, James A. (1997).  Listserv as Journal: Computer-based Reflection in a Program for Preservice Mathematics and Science Teachers. 

Teacher Education for Arizona Mathematics and Science (TEAMS) is a technology-based program for preparing scientists and mathematicians for a career in middle school teaching. The metaphor of "reflective practitioner" guided the design and delivery of this program. Students did not respond well to journal keeping and many failed to comply with the requirement. Because of opposition to journaling, the requirement was modified. At the same time, faculty, staff, and students enrolled in a listserv called "Edteams." The listserv has generated an increasing volume of correspondence on a wide variety of topics, some relevant to the program and others not. Some students have recognized the interaction as a type of journaling. Listserv dialog has characteristics that are very different from typical classroom language. The roles of teachers and students are reversed, with students initiating conversations, teachers answering questions, and students reacting. Long and complex conversations develop on listservs, as students explore their developing understandings of both content and pedagogy. Most important, students find that listservs are fun, and they participate in them with enthusiasm. Contains nine references.  | [FULL TEXT]

Picciano, Anthony G. (1993).  The Five Points: The Design of a Multimedia Program on Social History.  Journal of Educational Multimedia and Hypermedia, 2, 2. 

Describes the content, pedagogy, organization, technical design, and evaluation of "The Five Points: A Multimedia Experience in Social History," a videodisc-based interactive program that was repurposed from a videotape that addressed group conflict and minority issues in an urban environment in the 1850s.

Picciotto, Madeleine (1992).  Educational Literacy and Empowerment: An Experiment in Critical Pedagogy.  Writing Instructor, 11, 2. 

Argues that, by urging students to recognize their powerlessness and transform the structures of power governing their experiences, teachers can lead them to the awareness that they can determine their own educational lives. Discusses the author's experiences with encouraging educational literacy in a series of composition courses for the University of California Los Angeles' Community Education project.

Pienemann, Manfred; And Others (1993).  The Multidimensional Model, Linguistic Profiling, and Related Issues: A Reply to Hudson.  Studies in Second Language Acquisition, 15, 4. 

Hudson addressed two issues on second-language acquisition: the validity of the multidimensional model and the application of developmental sequence findings to assessment and pedagogy. This response suggests that his lines of argument are based on serious conceptual flaws.

Pierce, Gloria (1998).  Developing New University Faculty through Mentoring.  Journal of Humanistic Education and Development, 37, 1. 

Describes the humanistically oriented faculty development program at a public teaching university that introduces new faculty to the principles of a democratic, nurturing pedagogy. The major components, a group experience and a mentor relationship with a senior professor, benefit faculty who participate directly and the university as a whole.

Pinar, William F., Ed. (1998).  Curriculum: Toward New Identities. Critical Education Practice, Volume 12. Garland Reference Library of Social Science, Volume 1135. 

This collection of essays draws upon research in political, feminist, theological, literary, and racial theory to examine research methodologies relating to curriculum studies. The essays are: (1) "Storying the Self: Life Politics and the Study of the Teacher's Life and Work" (Ivor F. Goodson); (2) "Curriculum, Transcendence, and Zen/Taoism: Critical Ontology of the Self" (Wen-Song Hwu); (3) "On Using the Literacy Portfolio To Prepare Teachers for 'Willful World Traveling'" (Paula M. Salvio; (4) "Unskinning Curriculum" (Dennis J. Sumara and Brent Davis); (5) "Reflections and Diffractions: Functions of Fiction in Curriculum Inquiry" (Noel Gough); (6) "Pinar's Currere and Identity in Hyperreality: Grounding the Post-Formal Notion of Intrapersonal Intelligence" (Joe L. Kincheloe); (7) "Psychoanalytic Feminism and the Powerful Teacher" (Wendy Atwell-Vasey); (8) "Early Childhood Education: A Call for the Construction of Revolutionary Images" (Gaile S. Cannella); (9) "Beyond Eurocentrism in Science Education: Promises and Problematics from a Feminist Poststructuralist Perspective" (Annette Gough); (10) "Is There a Queer Pedagogy? Or, Stop Reading Straight" (Deborah P. Britzman); (11) "Don't Ask: Don't Tell: 'Sniffing Out Queers' in Education" (Suzanne de Castell and Mary Bryson); (12) "The Uses of Culture: Canon Formation, Postcolonial Literature, and the Multicultural Project" (Cameron McCarthy); (13) "Engendering Curriculum History" (Petra Munro); (14) "Curriculum and Concepts of Control" (William E. Doll, Jr.); (15) "Curriculum as Affichiste: Popular Culture and Identity" (Alan A. Block); (16) "Models of Excellence: Independent African-Centered Schools" (Shariba Rivers and Kofi Lomotey); and (17) "Revolution and Reality: An Interview with Peter McLaren (Carmel Borg, Peter Mayo, and Ronald Sultana). (Individual chapters contain references.) (DB)

Pinar, William F., Ed. (1998).  Queer Theory in Education. Studies in Curriculum Theory Series. 

This collection of papers discusses homophobia in the field of education and challenges established practices and theories. Chapters are: (1) "Constructing Knowledge: Educational Research and Gay and Lesbian Studies" (W. G. Tierney, P. Dilley); (2) "A Generational and Theoretical Analysis of Culture and Male (Homo)sexuality" (J. T. Sears); (3) "Who Am I? Gay Identity and a Democratic Politics of the Self" (D. Carlson); (4) "Remember When All the Cars Were Fords and All the Lesbians Were Women? Some Notes on Identity, Mobility, and Capital" (E. Meiners); (5) "Queering/Querying Pedagogy? Or, Pedagogy Is a Pretty Queer Thing" (S. Luhmann); (6) "Queer Texts and Performativity: Zora, Rap, and Community" (R. Walcott); (7) "(Queer) Youth as Political and Pedagogical" (N. Rodriguez); (8)"Appropriating Queerness: Hollywood Sanitation" (S. R. Steinberg); (9) "Telling Tales of Surprise" (D. Sumara, B. Davis); (10) "Understanding Curriculum as Gender Text: Notes on Reproduction, Resistance, and Male-Male Relations" (W. F. Pinar); (11) "From the Ridiculous to the Sublime: On Finding Oneself in Educational Research" (S. de Castell, M. Bryson); (12) "Carnal Knowledge: Re-Searching (through) the Sexual Body" (K. G. Honeychurch); (13) "Unresting the Curriculum: Queer Projects, Queer Imaginings" (M. Morris); (14) "Queering the Gaze" (M. A. Doll); (15) "Fantasizing Women in the Women's Studies Classroom: Toward a Symptomatic Reading of Negation" (A. J. Pitt); (16) "On Some Psychical Consequences of AIDS Education" (D. P. Britzman); (17) "We 'Were Already Ticking and Didn't Even Know' [It]: Early AIDS Works" (R. Platizky); (18) "Of Mad Men Who Practice Invention to the Brink of Intelligibility" (W. Haver); and (19) "Autobiography as a Queer Curriculum Practice" (J. L. Miller).

Pinar, William F., Ed. (1999).  Contemporary Curriculum Discourses: Twenty Years of JCT. Counterpoints: Studies in the Postmodern Theory of Education. 

This collection of essays is taken from a 20-year span of "The Journal of Curriculum Theorizing." The volume contains 31 articles: "Living Metaphors: The Real Curriculum in Environmental Education," F. Krall; "Dialectics and the Development of Curriculum Theory," H. Giroux; "Autobiography and Reconceptualization," M. Grumet; "Women," J. Miller; "Caring," N. Noddings; "Caring: Gender Considerations," W. Pinar; "Up from Agape," M. Raywid; "Dewey and the Herbartians: The Genesis of a Theory of Curriculum," H. Kliebard; "The Curriculum Field: Emergence of a Discipline," J. Pagano; "Beyond the Window: Dreams and Learning," M. Doll; "Curriculum Theorizing and the Possibilities and Conditions for Social Action Toward Democratic Community and Education," M. Littleford; "Body and Soul: Sources of Social Change and Strategies of Education," P. Wexler; "The Autobiographical Method in Japanese Education," S. Asanuma; "Toward Understanding 'Computer Application,'" T. Aoki; "The Answer Is Blowin' in the Wind: A Deconstructive Reading of the School Text," A. Block; "Teachers and Values: The Progressive Use of Religion in Education," K. Casey; "Word Worlds: The Literary Reference for Curriculum Criticism," M. Grumet; "Ideology and Methodological Attitude," P. Lather; "A Bell Ringing in the Empty Sky," D. Jardine; "Toward an Eschatological Curriculum Theory," P. Slattery; "Of Seagulls and Glass Roses: Teachers' Relationships with Literary Texts as Transformational Space," D. Sumara; "Remembering Capital: On the Connections between French Fries and Education," M. Apple;"Thinking Otherwise and Hearing Differently: Enactivism and School Mathematics," B. Davis; "Schools Where Ronnie and Brandon Would Have Excelled: A Curriculum Theory of Academic and Vocational Integration," J. Kincheloe; "The Palace of the Peacock: Wilson Harris and the Curriculum in Troubled Times," C. McCarthy; "On Becoming a 'Little Sex Researcher': Some Comments on a Polymorphously Perverse Curriculum," D. Britzman; "On Finding One's Place in the Text: Literacy as a Technology of Self-Formation," S. de Castell; "Toward a Ludic Pedagogy: An Uncertain Occasion," M. Morris; "Resisting 'Resistance': Stories Women Teachers Tell," P. Munro; "Identity, Self, and Other in the Conduct of Pedagogical Action: An East/West Inquiry," D. Smith; and "Early Education as a Gendered Construction," S. Steinberg. The following are appended: "The Reconcepptualization of Curriculum Studies," W. Pinar; "Curriculum Reconceptualized: A Personal and Partial History," J. Miller; "The Bergamo Conferences, 1973-99: Reconceptualization and the Curriculum Theory Conferences," C. Kridel; and a JCT Comprehensive index."

Pissalidis, Christina; Walker, Thomas; DuCette, Joseph; Degnan, James; Lutkus, Anthony (1998).  Observational Methods for Evaluating Changes in Student-Teaching as a Result of a Large Scale Teacher Intervention Program. 

The Philadelphia Collaborative for Excellence in Teaching Education (CETP) helps develop, implement, and evaluate a new model for science and mathematics K-12 teacher preparation. It involves collaboration of two colleges and a school district. One of the collaborative's main objectives is to redesign the content and pedagogy of core mathematics and science courses so they more effectively emphasize critical instructional strategies. This paper examines whether CETP teaching behaviors are visible in student teachers' actual teaching practices. Student teachers are videotaped at three points during their program. Researchers designed instruments to assess changes in student learning over time. This includes a Demographic and Classroom Observation Survey to provide background information and capture descriptive information about actual lessons and a Student Teacher Videotape Lesson Rating Form to measure whether student teachers exhibit specific behaviors consistent with CETP goals. A Student Teacher Comment form obtains information that cannot not be obtained from videotapes (e.g., lesson goals, lesson planning, and teacher expectations). The Views on Teaching Mathematics and Science Skills form collects student teachers' views on teaching strategies. During students' field experiences, cooperating teachers complete the Cooperating Teachers Evaluation form. The assessment plan was piloted during 1997 and 1998. The major outcome of the pilots was a refinement of the assessment model. During 1998 and 1999, the model will be further piloted and refined. Appendixes contain performance standards and the evaluation forms. | [FULL TEXT]

Pittman, Kim M. (1996).  Cells Are Similar to Factories: Analogies in Science. 

Science educators face the challenge of a massive reform movement which calls for a re-examination and revitalization of science curriculum and pedagogy. The purpose of this research was to illuminate the phenomenon of analogy use in science classrooms by exploring the process and influence of analogies. Qualitative and quantitative techniques were used to study the use and effectiveness of teacher-generated analogies, student-generated analogies, and traditional instruction. Participants in the study were 269 8th-grade students enrolled in a public school district in a northern suburb of Chicago. Analysis of the data indicate that instruction with analogies was more effective than traditional methods of instruction. The success of the analogies was found to depend on the student's prior knowledge, the type of analogy used, and the goal of the analogy. Contains 155 references.

Piussi, Anna Maria (1990).  Towards a Pedagogy of Sexual Difference: Education and Female Genealogy.  Gender and Education, 2, 1. 

Contends that feminist goals could be achieved by extending the freedom and authority of women teachers, especially regarding the education of girls, to realize a transcendent female genealogy and to measure human improvement according to female rather than male values.

_____. (1993).  Pluridicta, Numbers 1-27.  [Pluridicta, n1-27] 

The following titles are included: (1) "Computer in Foreign Language Instruction"; (2) "Two Sides of the Same Coin: Prose and Poetry in Translation"; (3) "Notions of Culture in Foreign Language Departments in Different Countries"; (4) "Developing Materials for Teaching Danish to Adult Immigrants"; (5) "Conversational Strategies in Expressive, Commissive, and Direct Speech Acts: A Pragmatic Discourse Analysis Model"; (6) "Analysis of Learner Questions and Question-Oriented Grammar Instruction"; (7) "Communication Processes and Strategies in German as a Foreign Language: Two Danish Students' Descriptions of Pictures"; (8) "Foreign Language and Institutional History"; (9) "Language Planning and Social Control"; (10) "Innateness and Language Acquisition"; (11) "Towards a Definition of Negotiation with Specific Reference to Business Negotiations"; (12) "Negotiation Play"; (13) "Word Searching and Word Explanation in Non-Directed Foreign Language Interaction"; (14) "An Exploratory Needs Analysis of Dutch in Danish Films"; (15) "Cognition, Acquisition, and L2 Linguistic Knowledge and Ability"; (16) "Learning Strategies in FL Vocabulary Learning: The Use of Mnemonics"; (17) "The Interactive Basic of Oral Communicative Competence"; (18) "Gambits in Spanish Interactive Discourse"; (19) "The Finnish Foreign Language Diploma for Professional Purposes"; (20) "How Specific Should English for Business Purposes Be?"; (21) "Indirectness as Internal Speech Act Modification"; (22) "Lexical Search Strategies in Translation"; (23) "Paralinguistic Analysis of Internal and External Speech Act Modification"; (24) "Neural Network Acquisition of Verbs"; (25) "Two Papers in Foreign Language Pedagogy"; (26) "Initiative and Response: An Analysis of Conversation Structures in German Interlanguage Interviews"; and (27) "Expression categories in Discourse Analysis." | [FULL TEXT]

_____. (1996).  Plus and Minus Grading Options: Toward Accurate Student Performance Evaluations. 

Although both the University of California and the California State University systems have the option to use plus or minus grades in student evaluations, the Board of Governors of the California Community Colleges (CCC) does not allow the use of such a grading system. Since 1985, the CCC's Academic Senate has lobbied the Board to allow local governing boards to decide whether plus and minus signs can be used, and whether they would appear on student transcripts and figure into grade point averages (GPAs). The primary motivation for using plus/minus grading is the ethical obligation to ensure consistent, fair, and accurate evaluations of student performance. In addition, it would enhance efforts to be accountable to student needs and would improve equity in grading. Under the current system, student achievement can differ by nearly 25% and still result in the same grade and grade value for GPAs. Implementation of a plus/minus system would have positive effects on student motivation, as well as on student retention, persistence, and success, due to the fact that it would provide more accurate information on student performance and help inform efforts to improve curricula and pedagogy. Finally, the proposed system does not include a "C-" grade, and thus would not affect financial aid qualification, students' ability to transfer, or systemwide GPA. | [FULL TEXT]

Polakow, Valerie (1993).  Lives on the Edge: Single Mothers and Their Children in the Other America. 

The lives of poor single mothers and their children are explored, first grounding the present situation historically and pointing out their "other" status when examined against normal motherhood and family images. The first two chapters discuss the historical images of childhood and the family as they have developed in Western civilization. Part 2 introduces motherhood as experienced by single mothers and their children. The feminization of poverty is recognized through the stories single mothers tell. Part 3 examines the lives of the children as they enter school and the larger world. Single mothers and their children are a growing constituency in the United States. Other Western democracies have succeeded in alleviating the effects of poverty and offer workable models of much that might be done in this country. Recommendations for the future include: (1) universal health care; (2) affordable housing; (3) child allowances and maternity and parental leave; (4) a national child-care system; and (5) a pedagogy of equity.

Pollio, Howard R. (1996).  The Two Cultures of Pedagogy: Teaching and Learning in the Natural Sciences and the Humanities.  [Teaching Learning Issues] 

This paper first evaluates discipline classification schemes and general differences between disciplines associated with the natural sciences and those associated with the humanities. It then reviews research which either asked students how professors in these fields teach, observed teachers in their classrooms, or asked students to describe their reactions to professors teaching science and humanities classes. Findings include: more pauses in lectures by professors of the humanities; different attitudes toward and uses of grades; emphasis by students on the instructor's efforts to connect content to student's lives and clarity of presentation; a tendency for students to report that good humanities classes are those which "interest" them and good science classes those which they"understand"; and differences in personality and learning styles (convergers/divergers and assimilators/accommodators) of students choosing either science or the humanities. Three paradoxes are identified: (1) between the collaborative nature of scientific work and the lecture method of undergraduate instruction; (2) between lower grades in the sciences than the humanities despite higher college entrance scores of science students; and (3) between the different instructional styles of the fields despite similar student ratings of good teaching behaviors. The existence of these two cultures in the university suggests needed changes in institutional procedures in evaluating teacher effectiveness, awarding student honors, and curriculum organization. | [FULL TEXT]

Polonio, Narcisa A.; Williams, Ronald A. (1991).  The Politics of Funding At-Risk Programs in the 1990s.  Urban Education, 26, 1. 

Focuses on programs that address the needs of at-risk high school students and graduates through remedial and supplemental courses at community and technical colleges, citing models in Connecticut, New Jersey, and Massachusetts. Discusses difficulties in funding. In the absence of reform, community colleges will continue in this role.

Polson, Cheryl J., Ed.; Schied, Fred M., Ed. (1994).  Challenge and Change. Proceedings of the Annual Conference of the Commission of Professors of Adult Education (Nashville, Tennessee, November 4-5, 1994). 

This conference proceedings includes the following papers: "Professors of Adult Education, Colleges of Education, and the Transformation of the Research University" (Common); "The Future of Adult Education" (Wisniewski); "Adult Education's Prospects in a Post-University World" (Smith); "Whither the University--Whither Academic Adult Education?" (Guy); "Lifelong Learning" (Amstutz); "Adult Education Courses, Certificates, and Degrees through Distance Education" (Cookson); "Good Cop, Bad Cop" (Burnaby); "Afterthoughts" (Peterson); "Critical Pedagogy in Practice" (Schied); "Critical Theory" (DeArrudah); "Practitioner Inquiry as Adult Literacy Staff Development" (Drennon); "What Should We Do with the HRD SIG (Human Resources Development Special Interest Group) and Its Membership?" (Paprock, Boulmetis, Londoner); "Instructional Improvement SIG Overview" (Beaudin, Slusarski); "The Aging, Learning and Work Quiz" (Galbraith); "Development and Use of the Instructional Perspectives Inventory in Graduate Adult Education" (Henschke); "The 'Philosophy of Adult Education Inventory(c)' (Zinn, 1983)" (Zinn); "Using Small Learning Groups in Graduate Education" (McElhinney, Murk); "Description of a Task Completed by a Small Learning Group" (McElhinney); "A Grant Writing Case--Using Small Groups" (Murk); "Technology Demonstration, Discussion, and Overview" (Bersch, McIntosh); "International Adult Education Cooperation and Exchange Revisited" (Cookson); "Women, Literacy, and Development" (Cassara); "International Adult Education and the University of Wyoming" (Sherritt);"Cooperation, Collaboration, and Networking" (Boucouvalas); "Institutional Publication Productivity in Selected Adult Education Journals" [abstract of presentation] (Rachal, Sargent); "Perceptions Resulting from the Creation of the RE/ACE (Research and Evaluation/Adult and Continuing Education) Dissertation Register" [abstract of presentation](Mason, Lifvendahl); "Ethical Issues in Conducting Adult Education Research" [abstract of presentation](Ferro, Dean); "Meeting the Challenges, Making Changes: Reflections of the 1994 CPAE (Commission of Professors of Adult Education) Conference" (Slusarski). Appended are the following: minutes of the CPAE business meeting; 1994 annual report of doctorates conferred in adult education; Roger DeCrow William Rainey Harper Memorial International Classification System of Adult Continuing Education RE/ACE Dissertation Registry Project, 1994; and participant list. | [FULL TEXT]

Poole, Jon R. (1994).  Finding More Teaching Opportunities for Physical Education Teacher Education.  Physical Educator, 51, 1. 

Describes a program to provide undergraduate sport pedagogy majors with more practice teaching opportunities before they begin student teaching. The students conduct classroom observations of core courses and teacher interviews to document effective classroom techniques and outline instructional profiles to implement in their own teaching.

Popken, Randall L. (1990).  Some Sources of Written Genre Interference in the Work of Basic Writers. 

Language interference (which was originally posited in ESL theory) involves ways in which language learners draw upon previous language experiences to fill holes in their knowledge of a second language they are learning. Since the 1970s, language interference has been a part of the pedagogy of basic writing, concerning itself with ways that basic writers' oral language can interfere in the learning of academic discourse. An extension of this premise, genre interference, or negative transfer, occurs when a writer tries to use properties from a known genre in an unknown one, but the properties do not match. To determine potential sources of genre interference, 34 students enrolled in a developmental composition class at Tarleton State University in Texas were surveyed about what genres they read most often outside of classroom work. Nine of the top 10 genres were journalistic (newspaper sports stories, news magazine articles, etc.). A follow-up survey indicated student confusion between the journalistic and academic genres, suggesting the journalistic genre as a source of interference with the academic. Greater pedagogical and theoretical attention should be given to genre interference stemming from the written discourses that students bring to basic writing courses. (Four figures are included; one appendix containing the survey questions, and a bibliography containing 14 references are attached.)

Popkewitz, Thomas S. (1997).  Educational Sciences and the Normalization of the Teacher and Child: Some Historical Notes on Current U.S.A. Pedagogical Reforms.  Paedagogica Historica, 33, 2. 

Explores pedagogical reforms as effects of power. Contains two sections: the first examines turn-of-the-century practices to professionalize teachers and redefine pedagogy; the second focuses on the redemptive culture of contemporary reforms. Argues that contemporary educational sciences inscribe principles of order related to changes in the governing systems for constructing individuality.

Popkewitz, Thomas S. (1998).  Dewey, Vygotsky, and the Social Administration of the Individual: Constructivist Pedagogy as Systems of Ideas in Historical Spaces.  American Educational Research Journal, 35, 4. 

Examines the writings of J. Dewey and L. Vygotsky as part of the turn-of-the-century human sciences, highlighting the way in which each functioned to bring the new democratic rationalities into the governing of individual conduct, and tracing the origins of constructivist pedagogy. Contains approximately 200 references.

Popkewitz, Thomas S. (1998).  Struggling for the Soul. The Politics of Schooling and the Construction of the Teacher. 

This book presents information from a study of Teach for America, an alternative teacher education program that recruits and trains people with degrees in fields other than education to work in urban and rural schools with chronic teacher shortages, poverty, and minority students. The book is an effort to understand how different discourses of pedagogy come together to generate principles for participation and action. It is an ethnography about the classification of the "urbanness" and "ruralness" of children as a space in which they can never be "of the average." This book challenges certain notions about policy research, evaluation, and teaching. The six chapters are as follows: (1) "The Spatial Politics of Urban and Rural Education: Constructing a Critical Ethnography"; (2)"The Soul as the Achievement of Teaching: The Social Space of the Urban and Rural Child"; (3) "The Alchemies of Pedagogy: From Ethical Registers to Psychological Registers"; (4) "The Wisdom of Teacher Practice as a Normalizing Technology"; (5) "Alchemy, Imaginary School Subjects, and the Governing of Space"; and (6) "The Spatial Politics of Knowledge and the Racialization of Teaching." The book contains an appendix and references.

Poplin, Mary S. (1992).  We Are Not Who We Thought We Were.  Journal on Excellence in College Teaching, 3. 

This article addresses issues of multicultural education and feminist pedagogy in the context of knowledge and its transmission, self-understanding, cultural and individual beliefs, and transformation of the teacher and the college curriculum.

Popov, V. A. (1992).  The Subject and Tasks of Preventive Pedagogy.  Russian Education and Society, 34, 12. 

Asserts that prevention of social deviation is a major goal of contemporary Russian education. Discusses preventive pedagogy and whether it can be transformed into a systematic effort to reduce antisocial behavior. Concludes that preventive pedagogy must be linked with criminology, sociology, and other behavioral sciences if it is to succeed.

Popovych, Erika; Levin-Stankevich, Brian (1992).  The Soviet System of Education. A PIER World Education Series Special Report. 

This volume endeavors to provide comprehensive factual information on the Soviet system of education. Chapter 1 offers basic information on the Soviet Republics. Chapter 2 describes the foundations of Soviet Education. Chapter 3 describes preschool through upper secondary education including academic calendars and curriculum. Chapter 4, "Vocational, Specialized and Technical Education" includes colleges, and bridge programs. Chapter 5, "Higher Education," examines history; governance; institutional structure and types; access; university, polytechnic and institute programs; research institutes; research at universities, polytechnics and pedagogical institutes; and libraries. Chapter 6, "The Arts," describes education in architecture, fine arts, and music. Chapter 7, "Health Professions," includes dentistry, medicine, paramedical education, nursing, and physical therapy. Chapter 7, "Teacher Training," covers teacher status, teacher training institutions, pedagogical readings, and reforms in teacher training. Chapter 9, "Other Forms of Education," describes adult education, free and open universities, Patrice Lumumba People's Friendship University, private and religious schools, and military education. Chapter 10 contains guidance for admissions officers in the United States on changes since 1985, academic credentials, translations, authenticity of documents, and English language testing (TOEFL). Appendixes contain information on the grading system, specialties offered at some institutions, sample credentials, and useful addresses. A glossary, index and bibliography are included.

Porat, Nili; Dor-Shav, Zecharia (1994).  The Influence of the "Real Curriculum" in Pedagogy on the Achievements of Teacher Education Students.  Studies in Educational Evaluation, 20, 2. 

Focusing on the pedagogy curriculum of teacher education colleges in Israel, this study examines the influences of various curriculum factors actually implemented in the classroom as compared with noncurriculum factors. Data from 269 education students affirms the positive contribution of curriculum factors.

Porter, Andrew (1993).  Opportunity To Learn. Brief No. 7. 

This publication describes issues in the policy debate about opportunity-to-learn (OTL) standards. OTL standards are designed to represent what schools and teachers should do if the new curriculum and achievement standards, as outlined by National Education Goal 3, are to be met. Goal 3 calls for competency in challenging subject matter for all students. Three possible uses of OTL standards are identified: (1) to serve as a basis for school-by-school accountability; (2) to provide an indicator system; and (3) to present a clearer vision of challenging curriculum content and pedagogy. The use of OTL indicators is illustrated through examples of monitoring curriculum reform in high school mathematics and science. In conclusion, OTL standards may be a two-edged sword. On one hand, they can provide a vision for curriculum content and instructional practices. On the other, the standards can be used as evaluative criteria that control and alienate teachers. | [FULL TEXT]

Portin, Gail Joyce (1993).  Chinese Students and Questioning Skills in American Graduate Level Classrooms. 

A study investigating difficulties encountered by Chinese graduate students in asking questions in the American classroom, and suggested solutions, are presented. An introductory section describes features of the Chinese educational system, focusing on attitudes toward questioning. The first chapter offers sociolinguistic and pragmatic perspectives on classroom questioning, looking at aspects of the classroom environment that affect student questioning practice. The second chapter discusses categories of questions according to their linguistic form, type and function, and cognitive and affective domains. Chapter 3 reports on a survey of 43 professors from 18 varied academic departments, investigating the kinds of questions professors prefer, their perceived contribution to subject-matter learning, and the impact of questions on classroom atmosphere. In Chapter 4, a pedagogy for teaching non-native English-speaking students how to ask questions in American classrooms is outlined. This chapter includes a sample lesson, additional suggestions for lessons related to specific domain or level of questioning, and suggestions for activities related to asking questions and development of classroom community. Appended materials include students' comments on their oral abilities, academic needs (by major field and academic level), notes on cognitive and affective domain questions, and forms pertaining to the faculty survey and sample lesson. Contains 81 references. | [FULL TEXT]

_____. (1997).  Postsecondary Education's Policy Role in Colorado's Implementation of School-to-Career. 

Community colleges and baccalaureate and graduate degree granting institutions are active in school-to-career efforts in Colorado in a variety of ways. This document describes some School-to-Career initiatives at Colorado colleges, grouped according to three major educational objectives. The first is to infuse School-to-Career competencies and skills into the curricula at postsecondary institutions. Curriculum development efforts of the University of Colorado at Colorado Springs, Colorado State University, and the University of Colorado at Denver, as well as programs implemented by two colleges under a grant from the Education Commission of the States are described. The second objective is to ease the transition to, through, and from postsecondary education. Some of the programs that foster this objective are a pilot study on competency based admission, the availability of college courses for high school students, transfer policies, local partnership committees, and a study of performance indicators for use in funding systems. The third goal is to encourage modifications in teacher education programs to include School-to-Career content and pedagogy. Two examples are given of work in this area. | [FULL TEXT]

_____. (1998).  Powerful Partnerships: A Shared Responsibility for Learning. A Joint Report. 

Only when everyone on campus, particularly academic affairs and student affairs staff, shares the responsibility for student learning will significant progress be made. This paper presents insights on learning and the implications for pedagogy, curricula, learning environments, and assessments. Details are given of ten principles that are illustrated by a set of exemplary cooperative practices that bring together academic and student affairs professionals to make a difference in the quality of student learning. A summary of the principles state that: (1) learning is about making and maintaining connections; (2) learning is enhanced by taking place in the context of a compelling situation that balances challenge and opportunity; (3) learning is an active search for meaning by the learner; (4) learning is developmental; (5) learning is done by individuals who are intrinsically tied to others as social beings; (6) learning is affected by the educational climate in which it takes place; (7) learning requires frequent feedback if it is to be sustained; (8) much learning takes place informally and incidentally; (9) learning is grounded in particular contexts and individual experiences; and (10) learning involves the ability of individuals to monitor their own learning. Examples of exemplary programs at colleges and university throughout the country are provided under each principle.

Powell, Arthur B.; And Others (1993).  Researching, Reading, and Writing about Writing to Learn Mathematics: Pedagogy and Product.  Research and Teaching in Developmental Education, 10, 1. 

Presents an annotated bibliography about using writing to aid mathematics instruction, proposing a new research model. Discusses the new model, procedural and affective aspects of compiling and annotating the bibliography, and criteria for selecting bibliographic entries. Provides 38 annotated entries and 11 standard references in the bibliography.

Power, Desmond John; Hyde, Mervyn Bruce (1997).  Multisensory and Unisensory Approaches to Communicating with Deaf Children.  European Journal of Psychology of Education, 12, 4. 

Describes the controversy in hearing-impaired education between advocates of unisensory and multisensory approaches to communication for learning and socialization. Concludes that the multisensory approach is superior after reviewing arguments from developmental and perceptual theories, information processing, early intervention pedagogy, and related evidence.

Powers, Kris (1999).  A Self-Fulfilling Prophecy: Online Distance Learning for Introductory Computing. 

This paper describes novel approaches for adapting an introductory computing course for online distance learning, including discussions of the underlying pedagogy and objectives as well as the implementation and results of the online course. The first section describes the original course which was adapted to Internet delivery. The next section focuses on the major objectives and approaches to the online course design. Three major instructional strategies that would be unique to the online version of the course are described, i.e., class cybersociety, online student portfolios, and self-guided online labs. Hardware and software resources are also addressed in this section. The third section describes the course implementation and how well the implementation met the design objectives in terms of student demographics, instructional strategies, and resources. The ultimate goal was to provide an enriched educational experience, subject to economic and related technological limitations. It is concluded that, while the accessibility of the course was successfully maintained, several of the teaching methods meant to enrich the experience were hampered by the shortened time frame in which the course was offered. The course materials are currently in revision for a future offering during a regular 15-week semester. | [FULL TEXT]

Powers, Myra L., Ed.; Hartley, Nancy K., Ed. (1999).  Promoting Excellence in Teacher Preparation: Undergraduate Reforms in Mathematics and Science. 

This monograph presents a collection of papers that focus on excellence in teacher education and examine questions which are critical to the reform of curriculum and pedagogy. The 10 chapters are: (1) "Using a Multi-Dimensional Web Site for Physics Instruction" (James P. Downing and Ruwang Sung); (2) "College Algebra Reform: Documenting Student Attitudes and Performance" (Kelly Chappell and Darel Hardy); (3) "A Method for Increasing Scientific Literacy in Non-Majors Science Courses" (Karen Wardle); (4) "Math and Science Education Reform: A Community College Perspective" (Susan Hobson-Panico, Bill Hoard, and Chris Romero); (5) "Investigating the Role of Standards-Based Education in a Pre-Service Secondary Math Methods Course" (Lawrence M. Lesser); (6) "Meeting the Challenges of Diversity in a Context of Reform" (Nancy Hartley, Marta Cruz-Janzen, Kevin Oltjenbruns, and Jeff Farmer); (7) "Lecture? Group Work? Activities and Case Studies? A Search for Balance" (Roberta Smilnak, Steve Williams, and Betsy Forrest); (8) "The Genesis of Change: Teacher Preparation to Promote Implementation of Multicultural Math" (JoLean Ruggles, Marilyn J. Taylor, and Jeff Buck); (9) "Teaching Physics in an Experiential Learning Studio Environment" (Sanford Kern); and (10) "Chemistry Reform Takes Root in University Setting" (Thomas C. Pentecost). (Each chapter contains references.) | [FULL TEXT]

_____. (1999).  Preparing for a New Century of Learning: Technology, Education, and the Internet. ICTE Tampa 1999: International Conference on Technology and Education Proceedings (17th, Tampa, Florida, October 10-13, 1999). 

The overarching focus of the International Conference on Technology and Education (ICTE) Tampa 1999 conference was "Preparing for a New Century of Learning: Technology, Education, and the Internet." Twelve themes supported this focus: "Implementation in the Classroom"; "Educational Tools"; "Information Technology and Educational Policy"; "School-Based Technical Support"; "Internet Filters vs. Free Speech"; "Copyright and Trademark Issues"; "Internet and Distance Learning: The Next Five Years"; "Using Technology To Create New Paradigms"; "Assessment"; "Assistive Technologies"; "Challenges of Technology in the Classroom"; and "Creating Digital Assets for Education." Topics of papers in this proceedings include: task based management for technology instruction; interactivity in Web-based instruction; Web pages to enhance student achievement; digital enculturation; K-12 student perceptions of classroom computer use; role of educational technologies; self-pacing technology; teaching technology in the focused calendar; system dynamics and computer modeling; technology in mathematics teacher education; technology rich lessons; technology supports school reform; online textbook publishing; computer conferencing and blended courses; technology in developing countries; Powerpoint presentations; computer graphics and animation; educational technology to increase achievement in a standards based environment; technology to enhance foreign language competency; Internet in the secondary English curriculum; an elementary computer initiative; digital books for mathematics learning; Asynchronous Transfer Mode; online learning for K-8 students; changing universities into virtual universities; Web-based writing, peer review, curriculum development, and dissemination; graduate computer education; Internet MBA; streaming video in instructional Webs; individual access applications; courseware description language; Open and Distance Learning pedagogy; distance education considerations; seamless access for students transitioning from secondary to postsecondary programs; supporting faculty users of online course management systems; Web page annotation; challenges in online program creation; and software delivers math on the Internet. | [FULL TEXT]

Presmeg, Norma C. (1997).  A Semiotic Framework for Linking Cultural Practice and Classroom Mathematics. 

With the increasing recognition that connections are an important component in the pedagogy of school mathematics (National Council of Teachers of Mathematics, 1989), there is a need for a theoretical framework that addresses the ways in which the real experiences and cultural practices of students may be connected with mathematics classroom pedagogy. In this paper, the objective is to construct such a theoretical framework, drawing on literature from semiotics and ethnomathematics. Examples and evidence that suggest the efficacy of this framework in connecting school mathematics and mathematical ideas constructed from cultural practice are drawn from the literature and from data collected in a research project in a multicultural high school mathematics class. Seven high school students from African American, Caucasian, Asian American, and Hispanic American cultural backgrounds described their lives and cultural heritages as bases for the development of culturally responsive mathematics curricula. | [FULL TEXT]

Presseisen, Barbara Z., Ed. (1999).  Teaching for Intelligence I: A Collection of Articles. 

This collection of articles offers theories and thoughts presented at the 1998 Teaching for Intelligence Conference. They highlight a wide and diverse range of views on pedagogy, achievement, and the state of education. Section 1, "The Need for Intelligence in Schooling," includes "On the Habit of Informed Skepticism" (Theodore R. Sizer); "Narratives of the Educative Surround" (John I. Goodlad); "Truth, Beauty, and Goodness: Education for All Human Beings" (John Brockman interviews Howard Gardner); "Art, Imagination, and School Renewal" (Maxine Greene); and "Schools Should Nurture Wisdom" (Robert J. Sternberg). Section 2, "The Intelligent Learner," includes "Teacher Learning That Supports Student Learning" (Linda Darling-Hammond); "Did You Ask a Good Question Today?" (John Barell); "The Misunderstood Role of the Arts in Human Development" (Elliot W. Eisner); "What Really Matters in Teaching Children to Read" (Richard L. Allington); "A National Reading Test for Fourth Graders" (Clifford Hill); "The Professional Growth Portfolio" (Kay Burke); and "Conditions that Support Transfer for Change" (Valerie Hastings Moye). Section 3, "Instruction for Intelligence," includes "Teaching for Intelligence: The Intellectual Life of Schools" (Robert R. Spillane); "The Intelligence-Friendly Classroom: It Just Makes Sense" (Robin Fogarty); "Teaching for Intelligence: In Search of Best Practices" (James Bellanca); "Advances in Research on Instruction" (Barak Rosenshine); "Mediative Environments: Creating Conditions for Intellectual Growth" (Arthur L. Costa); "Differentiating Instruction in the Classroom: Tapping into the Intelligence of Every Learner" (Dorothy S. Strickland); "Teaching for Intelligence: Parameters for Change" (Eric J. Cooper and Daniel U. Levine); and "Considerations in Introducing Instructional Interventions" (Daniel U. Levine and Rayna F. Levine). Section 4, "Special Concerns of Teaching for Intelligence," includes "Working with Kids Like Mario" (Jonathan Kozol); "Challenging Preschool Education: Meeting the Intellectual Needs of All Children" (Herbert P. Ginsburg); "Mediation of Cognitive Competencies for Students in Need" (Meir Ben-Hur); "Infusing Higher Order Thinking into Science and Language Arts" (Joyce Van Tassel-Baska); "A Practical Approach for Developing the Gifts and Talents of All Students" (Joseph S. Renzulli); and "Creating the Climate and Conditions for Children to Learn" (James P. Comer).

Preston, Barbara; And Others (1994).  Initial Teacher Education in Australia: A Study in Progress. A Background Paper and Workshop Material. 

This paper outlines the need for a more substantial and publicly available base of information and analysis of initial teacher education in Australia, so that the school teaching profession, school authorities, and the Commonwealth can join with teacher educators in developing optimal programs, policies, and strategy. The paper then describes a project to gather information from all initial teacher education programs in Australia and to collect in-depth information about key programs which best exemplify particular approaches or innovations. Information to be collected will address course philosophy and objectives, course structure, content, pedagogy and sites of learning, assessment methods and criteria; and partnerships and collaboration in course development and/or delivery. Appended to the paper is a response sheet for workshop participants to indicate their perceptions of areas in which data collection, analysis, and dissemination are needed. | [FULL TEXT]

Preston, C. Thomas, Jr. (1991).  Recruitment and Retention at an Urban Commuter University. 

Few challenges involved in forensics coaching are as challenging as finding and maintaining qualified students in the program. Urban commuter colleges possess unique opportunities for developing broad-based, diverse forensics programs. The University of Missouri-St. Louis (UM-St. Louis) provides an example of how directors might take advantage of the urban nature of a campus. Commuter campuses offer: (1) proximity to many high school forensic programs; (2) a rich diversity of students from which to recruit a team; (3) opportunities to maintain partnerships with high schools; (4) opportunities to host major high school forensic events to publicize the colleges' programs; and (5) large numbers of new students each year. The forensics program at UM-St. Louis is based on a philosophy that combines doing the greatest good for the greatest number with cultural diversity and effective forensics pedagogy. UM-St. Louis offers advanced credit to high school forensic participants, a "bridge" program that seeks to "bridge" the gap between minority-oriented, inner city high schools and the alien college environment, and a shared resources campaign that assists high schools desiring to start forensic programs. The university also hosts high school competitions and offers its students as judges. Communication courses can provide opportunities for on-campus recruitment. While student retention in forensics poses problems, there are various ways of encouraging continued participation. Convincing students of the post-college benefits of taking part can enhance recruitment and retention. | [FULL TEXT]

Preston, Cheryl B. (1993).  Joining Traditional Values and Feminist Legal Scholarship.  Journal of Legal Education, 43, 4. 

A woman law school faculty member at Brigham Young University (Utah) discusses the teaching of feminist legal theory to conservative, traditional, and religious students. The discussion looks at the conservative university community, characteristics of enrolled students, objectives of the course, and the class format and teaching approach.

Prevost, Fernand J. (1993).  Implementing the Professional Standards for Teaching Mathematics. Rethinking How We Teach: Learning Mathematical Pedagogy.  Mathematics Teacher, 86, 1. 

Discusses the mathematical pedagogy changes that reflect the constructivist approach exemplified in the National Council of Teachers of Mathematic's "Professional Standards for Teaching Mathematics." As part of the change process, recommends that teachers (1) reflect on their present practices, (2) risk making changes in classroom activities and environment, and (3) revise practice as expertise grows.

_____. (1995).  Principles for Professional Development: AFT's Guidelines for Creating Professional Development Programs That Make a Difference. 

Professional development for teachers is a continuous process of individual and collective examination of practice. This publication first identifies reasons why traditional staff development often fails and several prerequisites for effective professional development. These include establishing real stakes for students; providing incentives for teachers to take the risks inherent in changing practices; convincing educators that proposed changes are substantial and not merely fads; and implementing policies that create a foundation for a safe and orderly learning environment. Nine principles of effective professional development are then presented: (1) professional development should ensure depth of content knowledge; (2) it should provide a strong foundation in the pedagogy of particular disciplines; (3) it should provide more general knowledge about teaching and learning processes and about schools as institutions; (4) it should be rooted in and reflect the best available research; (5) it should contribute to measurable improvement in student achievement; (6) it expects teachers to be intellectually engaged with ideas and resources; (7) it provides sufficient time, support, and resources to enable teachers to master new content and pedagogy and to integrate these into their practice; (8) it should be designed by representatives of those who participate in it, in cooperation with experts in the field; and (9) it should take a variety of forms, including some not typically considered. | [FULL TEXT]

_____. (1999).  Privilege, Poverty, and Power: Remembering Paulo Freire's Work.  [Democracy & Education] 

This special edition honors the life and work of Paulo Freire by recalling the impact he had and continues to have on educators and students. Articles in this issue are: (1) "Editor's Introduction" (Tom Wilson); (2) "Nita's Elegy to Paulo Freire (in Portuguese) 'Privilegio, Pobreza e Poder'" (Ana Maria Araujo "Nita" Freire); (3) "Elegy to Paulo Freire (in English) 'Privilege, Poverty and Power'" (Ana Maria Araujo "Nita" Freire); (4) "The Bottom of the Barrel" (David Keiser); (5) "The Paulo Freire Democratic Project" (Penny Bryan and Tom Wilson); (6) "The courage to stand alone, a found poem" (Bobbi Fisher and Jan Osborn); (7) "The Revolutionary Legacy of Paulo Freire" (Peter McLaren and Valerie Scatamburlo); (8) "Questions for a Rock" (David Keiser); (9) "Teacher Research: Praxis for the Oppressed" (Susie Weston-Barajas); (10) "Power, Politics, and the Middle School Classroom" (Chris Byron); (11) "The Right To Choose Choice" (Cora Sorenson); (12) "Learning Together from Each Other" (Cheryl King); (13) "Uncovering a Myth" (Deedee Carr); (14) "How Fifth Grade & Paulo Freire Taught Me To Teach Graduate School" (Lani M. Martin); (15) "South Africa: Lessons from Freire's Humanizing Pedagogy" (Ivy N. Goduka); (16) "Paulo Freire in Memory" (Zumara Cline); and (17) "River Stone" (David Hart). | [FULL TEXT]

Prianikova, V. G. (1996).  The Anthropological-Humanistic Direction in Soviet Pedagogy (1920s-1930s).  Russian Education and Society, 38, 2. 

Articulates the basic philosophy of the anthropological-humanistic movement in Soviet education and identifies its leading adherents. The movement believed in the creative self-realization of every child and promoted noncoercive, antiauthoritarian educational methods. Although supported by ardent Marxists, the movement became supplanted by a more political pedagogy.

Price, Jeremy N.; Ball, Deborah Lowenberg (1998).  Challenges of Liberatory Pedagogy in Mathematics and Teacher Education.  Theory into Practice, 37, 4. 

Examines liberatory pedagogy in the context of helping beginning teachers become open to liberatory ideas as they construct themselves as teachers and begin to develop their practice. The paper considers practice and prospective teachers as learners of practice, then examines what this suggests for the construction of opportunities for prospective teachers to learn about liberatory practices in preparing to teach.

Prior, Paul (1990).  Schemata, Strategies, and Social Construction: Some Implications for Second Language Pedagogy.  [MinneTESOL Journal] 

The desirability of teaching usable knowledge in terms of inert knowledge is presented. A review of the literature covering knowledge structures, knowledge processes, and the link between knowledge and social interaction concludes with an outline of a tentative model of the knowledge system. Implications for second language instruction are also offered. It is suggested that inert knowledge in second language instruction can be linked to at least three sources: absence of authentic experiences; inaccessibility to knowledge; and apathy in the sense of a lack of self-initiated goals. For students to develop usable knowledge, they must have classes that are complex and open, and that direct students to other complex, open experiences. Contains 38 references.

_____. (1999).  Proceedings of the Mid-South Instructional Technology Conference (Murfreesboro, Tennessee, March 28-30, 1999). 

This proceedings contains papers that address the following topics related to educational technology: (1) alternative course delivery, including planning and implementing a World Wide Web-based education program, describing an interstate collaborative approach to Web-based instruction, moving Web-based courses to the next level, and putting real lectures on the Web; (2) beyond knowledge acquisition, including hypermediated learning environments and multimedia instructional program for youths with chronic illness; (3) pedagogy and technology integration, including electronic conferencing, JavaScript interactivity for the class Web page, and using a word processor to put math symbols on the home page; (4) best practices, including assessing the impact of technology on teaching and learning, classroom assessment techniques designed for technology, copyright in the academic environment, effective use of audio in multimedia presentations, a satellite outreach program for rural K-12 schools, Web site enhancement of traditional pedagogy, and online student performance in subsequent campus-based courses; (5) faculty development and facilities design, including establishing a faculty development center, faculty collaboration on multidisciplinary Web-based education, a survey of instructors of Web courses, and the course development process; and (6) looking ahead, including technology for preservice teachers and implications of the globalization of higher education. A summary of a workshop on getting started with multimedia is also included. | [FULL TEXT]

Prokasy, William F. (1991).  The New Pedagogy: An Essay on Policy and Procedural Implications.  Innovative Higher Education, 15, 2. 

A discussion of the implications of computer-based technology on educational policies and procedures looks at a variety of issues, including faculty and student use of time, faculty workload, credits, enrollment and scheduling, course objectives and assessment, resource allocation, pedagogical research, and libraries.

Pruyn, Marc (1994).  Becoming Subjects through Critical Practice: How Students in One Elementary Classroom Critically Read and Wrote Their World.  International Journal of Educational Reform, 3, 1. 

Critical and progressive educational theorists hold that educational reform cannot succeed without addressing the widespread institutionalized inequities such as classism, racism, and sexism embedded in the schooling process. This article describes a Southern California teacher's use of critical pedagogy to enhance Latino students' learning and change power relations in her classroom.

Pruyn, Marc (1999).  Discourse Wars in Gotham-West: A Latino Immigrant Urban Tale of Resistance & Agency. The Edge: Critical Studies in Educational Theory. 

Siempre Adelante, a support organization for Central American and Mexican immigrants and refugees in Los Angeles, provided adult Spanish literacy classes inspired by Freire's practice of critical pedagogy. A 13-month ethnographic study of intermediate Spanish literacy classes examined how "critical student agency" was fostered or hindered through classroom discourse. A literature review discusses the notion of "agency" through the work of major theorists, including Gramsci; Foucault and poststructuralist thinkers; and Freire, McLaren, and other theorists concerned with critical pedagogy. The study focused on classroom discourse as six students received Spanish literacy instruction from each of three teachers. The discursive practices during instruction differed so much between teachers that each teacher's class is presented as a distinct "case." In the first case, a teacher-centered "banking" system of pedagogy led to teacher and students co-constructing a "hegemonic discourse community" that limited the development of critical student agency. In the second case, the teacher's positioning of students as active social subjects helped teacher and students to co-construct a "counter-hegemonic discourse community" that fostered critical student academic and sociopolitical agency. In the third case, the students (with a notable lack of teacher participation) constructed a learning community that alternated between hegemonic and counter-hegemonic discourse but nevertheless fostered critical thinking. Numerous examples of discourse and classroom practices are given in appendices and throughout the text.

Pugach, Marleen C., Ed.; Warger, Cynthia L., Ed. (1996).  Curriculum Trends, Special Education, and Reform: Refocusing the Conversation. Special Education Series. 

This book describes curriculum trends and the impact of the trends on providing equitable educational programs to all students, especially students with mild disabilities. The text begins by describing current curriculum renewal efforts and common themes that have emerged. The impact of major trends is considered in the context of special education programming and the current reform movement, followed by a closer look at specific curriculum trends in major academic subject areas and their potential impact on special education. Each curriculum chapter is followed by a series of commentaries. Papers include: "Treating Curriculum As a Target of Reform: Can Special and General Education Learn from Each Other?" (Marleen C. Pugach and Cynthia L. Warger); "Trends in Science Education" (Audrey B. Champagne and others); "Response: Current Trends in Science Education: Implications for Special Education" (Margo A. Mastropieri and Thomas E. Scruggs); "Response: Science Education Trends and Special Education" (Charles W. Anderson and Marcia K. Fetters); "A New View of the Goals and Means for School Mathematics" (Robert B. Davis and Carolyn A. Maher); "Response: What Does the 'New View' of School Mathematics Mean for Students with Mild Disabilities?" (Marjorie Montague); "Response: The New School Mathematics and the Age-Old Dilemma of Diversity: Cutting or Untying the Gordian Knot" (Edward J. Kameenui and others); "Issues and Practices in the Social Studies Curriculum" (Mark C. Schug and H. Michael Hartoonian); "Response: Social Studies for Students with Mild Disabilities" (Charles K. Curtis); "Response: The Impact of Issues and Trends in the Social Studies Curriculum on Students with Mild Disabilities" (Thomas C. Lovitt); "Toward a Responsible Pedagogy for Teaching and Learning Literacy" (Lisa E. Monda-Amaya and P. David Pearson); "Response: Unpacking Scaffolding: Supporting Students with Disabilities in Literacy Development" (Catherine Cobb Morocco and Judith M. Zorfass); "Response: Enacting Responsible Pedagogy with Students in Special Education" (Laura Klenk and Annemarie Sullivan Palincsar); "Curriculum in Early Childhood Education: Redefining the Specialization" (Christine Burton Maxwell); "Response: Curriculum in Early Childhood Education: Moving toward an Inclusive Specialization" (Lawrence J. Johnson and Victoria W. Carr); and "Challenges for the Special Education-Curriculum Reform Partnership" (Marleen C. Pugach and Cynthia L. Warger). References accompany each chapter and commentary.

Pugalee, David K.; Malloy, Carol E. (1999).  Teachers' Action in Community Problem Solving.  Mathematics Teaching in the Middle School, 4, 5. 

Describes a model to help teachers implement reform initiatives that integrate pedagogy and content and to integrate these reform practices into the current curriculum.

Puig, Luis, Ed.; Gutierrez, Angel, Ed. (1996).  Proceedings of the Conference of the International Group for the Psychology of Mathematics Education (PME 20) (20th, Valencia, Spain, July 8-12, 1996). Volume 4. 

The fourth volume of this proceedings contains full research articles. Papers include: (1) "Conceptual and procedural approaches to problem-solving" (Y. Mohammad-Yusof and D. Tall); (2)"Teaching differential equations to chemistry and biology students: An overview on methodology of qualitative research. A case study" (M. Moreno and C. Azcarate); (3) "Language and assessment issues in mathematics education" (C. Morgan); (4) "Learning math in two languages" (J. Moschkovich); (5) "Hermeneutic experiences in constructing lessons and classroom research" (J.A. Mousley); (6) "Young students' informal knowledge of fractions" (H. Murray, A. Olivier, and P. Human); (7) "Tensions in the novice mathematician's induction to mathematical abstraction" (E. Nardi); (8) "Students assessment of an alternative approach to geometry" (L. Nasser, N. Sant'Anna, and A.P. Sant'Anna); (9) "Solving word problems with different mediators: How do deaf children perform?" (T. Nunes and C. Moreno); (10) "Telling definition and conditions: An ethnomethodological study of sociomathematical activity in classroom interaction" (M. Ohtani); (11) "Making sense of children's patterning" (J. Orton and A. Orton); (12) "Children's intuitive understanding of area measurement" (L. Outhred and M. Mitchelmore); (13) "Responsiveness: A key aspect of spatial problem solving" (K. Owens); (14) "The first algebraic learning. The failure of success" (M. Panizza, P. Sadowsky, and C. Sessa); (15) "Extending the educational conversation: Administrator's views of staff development" (T. Peluso, J.R. Becker, and B.J. Pence); (16) "The teaching of mathematics from within the school. Teachers and principals as researchers" (P. Perry, P. Gomezm, and P. Valero); (17) "Teachers' conceptions about mathematical assessment" (G. Philippou and C. Christou); (18) "Student teachers' conceptions of the rational number" (M. Pinto and D. Tall); (19) "Folding back to collect: Knowing you know what you need to know" (S. Pirie, L. Martin, and T. Kieren); (20) "Nouns, adjectives and images in elementary mathematics" (D. Pitta and E. Gray); (21) "Designing a domain for stochastic abstraction" (D. Pratt and R. Noss); (22) "Cord's story: An African American student points to the need for change in college mathematics pedagogy" (N.C. Presmeg); (23) "On dialectical relationships between signs and algebraic ideas" (L. Radford and M. Grenier); (24) "Exploiting understanding of data reduction" (C. Reading and J. Pegg); (25) "'Wouldn't it be good if we had a symbol to stand for any number': The relationship between natural language and symbolic notation in pattern description" (E. Redden); (26) "Enactivism as a methodology" (D.A. Reid); (27) "Teaching linear algebra: Role and nature of knowledges in logic and set theory which deal with some linear problems" (M. Rogalski); (28) "Ways of solving algebra problems: The influence of school culture" (T. Rojano, R. Sutherland, S. Ursini, S. Molyneux, and E. Jinich); (29) "On the introduction of real numbers in secondary school. An action-research experience" (I. Romero and L. Rico); (30) "Counting, estimation and the language of uncertainty" (T. Rowland); (31) "The transformation of mathematical objects in the didactic system: The case of the notion of function" (L. Ruiz Higueras and J.L. Rodriguez Fernandez); (32) "The use of illustrations in mathematics textbooks" (D. Santos-Bernard); (33) "Effects of computerized tools on prototypes of the function concept" (B.B. Schwarz and R. Hershkowitz); (34) "Affective constraints in mathematics education" (B. Southwell and M. Khamis); (35) "On the ability of high-school students to cope with a self-learning task in algebra" (J. Stupp and S. Vinner); (36) "Learning about teaching: The potential of specific mathematics teaching examples, presented on interactive multimedia" (P. Sullivan and J. Mousley); (37) "Mathematical modeling in the sciences through the eyes of Marina and Adam" (R. Sutherland, T. Rojano, S. Mochon, E. Jinch, and S. Molyneux); (38) "Pre-service teachers' problem solving strategies" (M. Taplin); (39) "Children's representation of the counting sequence 1-100: Cognitive structural development" (N. Thomas, J. Mulligan, and G.A. Goldin); (40) "College students' conceptions of variable" (M. Trigueros, S. Ursini, and A. Reyes); (41) "Seeing is reality: How graphic calculators may influence the conceptualization of limits" (L. Trouche and D. Guin); (42) "Children's misconceptions about the independence of random generators" (J.M. Truran); (43) "Children's use of a representativeness heuristic" (K.M. Truran); (44) "Two problems under one title: The case of division by zero" (P. Tsamir); (45) "Children's interaction and fraction learning in a computer microworld: Construction of the iterative fraction scheme" (R. Tzur); (46) "Precalculus and graphic calculators: The influence on teacher's beliefs" (P. Valero and C. Gomez); (47) "Conditional probability and the level of significance in the tests of hypotheses" (A. Vallecillos and C. Batanero); (48) "Students' awareness of the distributive property" (N. Vermeulen, A. Olivier and P. Human); (49) "Pre-service teachers' conceptions and beliefs about the role of real-world knowledge in arithmetic word problem solving" (L. Verschaffel, E. De Corte, and I. Borghart); (50) "Semiotics as a descriptive framework in mathematical domains" (A. Vile and S. Lerman); (51) "Some psychological aspects of professional lives of secondary mathematics teachers--The humiliation, the frustration, the hope" (S. Vinner); (52) "Teachers' knowledge of pupils' errors in algebra" (E.K. Wanjala and A. Orton); (53) "Children's strategies for comparing two types of random generators" (J. Way); and (54) "Teaching to create discussion as mathematical argumentation" (T. Wood). | [FULL TEXT]

Py, Bernard, Ed. (1990).  Les situations de communication. Actes du Colloque d'orthophonie/logopedie, (1er, Neuchatel, Suisse, 9-10 mars 1990). (Communication Situations. Papers from the Conference on Speech and Reading Therapy (1st, Neuchatel, Switzerland, March 9-10, 1990)).  [Travaux Neuchatelois de Linguistique (TRANEL)] 

The following papers were presented at the conference (titles are translated from the French): "Linguistic Approaches to Verbal Interaction and Its Context" (Jean-Francois de Pietro); "Pragmatic Approaches to the Rehabilitation of Aphasia Patients" (Marie-Pierre de Partz); "Contributions of Communication Development Theories: Limits of Their Application in Reading Therapy with Multi-Handicapped Children" (Agnes Toscanelli); "Contributions of Conversation Analysis in the Practice of Reading Therapy: What Is Revealed through Analyses of Conversations Bringing Together an Aphasic Subject and Different Speakers in Different Situations?" (Manuela Gauthier-Mattiello); "A Communication Situation. Aphasics and Advertising Images" (Dominique Labourel and others); "Bilingualism and Language Difficulties" (Christine Othenin-Girard); "For or Against an Analysis of Persuasive Text Forms" (Marie-Claude Rosat); "A Psycho-Social Perspective on the Interactions between Specialist and Clients: The Example of the Reading Consultation" (Michele Grossen); "Rumor, Pedagogy, Rehabilitation: The Two Poles in the Exchange 'Sachant-Ignorant'" (Pierre Marc); "On Some Conversational Slips in the Research Interview" (Marinette Matthey); "Representational and Communicative Aspects of the Emergence of Language" (Sylvia Krapf-Moine and Pascale Marro); "Language Delay and Characteristics of Maternal Language (Bernadette Pierart); "Linguistic Analysis of Mother-Deaf Child Verbal Interactions: The Role of the Mother's Imitation of Sounds Produced by the Child" (Shirley Vinter); "From the Desire to Tell to the Need to Speak" (Francois Cornaz and others); "Language and Interaction in Speech Therapy Groups Directed by Two Therapists" (Danielle Gabus and Martine Parel); and "Languages of the Therapist and Languages of the Child: The Therapeutic Coupling" (Raymond B. Traube). | [FULL TEXT]

Pytlik, Betty P. (1991).  Pedagogy in the Teaching of Journalistic Writing. 

The Dow Jones Newspaper Fund Intensive Journalistic Writing Institute, a 2-week summer workshop for Ohio high school teachers of journalism conducted in June 1991, demonstrated that the team of journalistic writing techniques and current composition pedagogy is unbeatable in fostering critical reading and writing skills. The institute focused on the concepts of audience, focus, form, and authority base to "redefine" journalism so that it would fit more comfortably into an English class and still be called "journalism." The workshop syllabus was grounded on six assumptions: (1) journalism teachers need to write; (2) the methods of teaching journalistic concepts are as important as the concepts themselves; (3) combining composition and journalism theory and pedagogy improves critical reading and writing skills; (4) the concept of intensive journalistic writing can work in stand-alone courses or in literature courses; (5) much can be accomplished by incorporating journalistic writing skills into literature and writing courses; and (6) new ideas will be produced as participants and coordinators of the institute work together. Months after the conclusion of the institute, the coordinators were still receiving revisions of revisions of course syllabi from participants of the workshop.

Pytlik, Betty P. (1993).  Teaching the Teacher of Writing: Whence and Whither? 

The period immediately following the second World War is important for the history of the preparation of teaching assistants in this country because English instruction changed dramatically due to the enactment of the G. I. Bill in 1944. However, the long-term effect of the Bill on curriculum and pedagogy has not been documented. The G. I. Bill was instituted to make demobilization go smoothly by funding a college education for war veterans. From 1944 through 1954 over 50% of all veterans took advantage of these benefits, swelling enrollments dramatically. Major adjustments to instruction were made during the 1946-1947 year, when the biggest wave of veterans returned. Professors were hurriedly hired and provided with standard curricula. The students were distinguished by their maturity, achievement, and especially, their massive numbers. The freshman composition course, under severe attack from critics, covered the basic triad of writing themes, reading literary selections, and studying a writing handbook. Typically, new teaching assistants were given little and often no training. Numerous personal testimonies bear out this conclusion. Basically, beginning teachers drew on methods used on them over the years. During the 1950s, teacher training began to emerge as a serious discipline, focusing on rhetoric. However, such graduate methods courses emerged slowly. In short, the G. I. Bill generation of teachers, in the end, succeeded in revolutionizing the field of composition studies and the way beginning teachers are trained. | [FULL TEXT]