Pedagogy | T

Takahashi, Nancy (1999).  Educational Landscapes: Developing School Grounds as Learning Places. Volume 3. Building Blocks to Better Learning Series. 

In response to today's concern for the environment and growing curricular demands to teach about the natural world, educators are discovering the power of a school's surrounding outdoors area as a teaching tool. This booklet presents an overview of educational landscapes and examines the pervasive attitudes and practices that have led to the undervaluing of the schoolyard environment, identifies specific steps to create successful educational landscapes, provides insights for integrating the schoolyard more fully into the school culture and pedagogy, and discusses how to sustain educational landscape programs over time. Examples of built educational landscapes from the United States and Britain are provided to illustrate the range of possibilities for school grounds. Appendices present a list of standards of learning opportunities related to the school grounds, ways to link school grounds with the curriculum, and students' wish lists for their school grounds. A list of resources concludes the document. | [FULL TEXT]

Talbani, Aziz (1996).  Pedagogy, Power, and Discourse: Transformation of Islamic Education.  Comparative Education Review, 40, 1. 

Historically, Islamic discourse excluded non-Islamic forms of knowledge and supported political power and social control. Recently, traditional Muslims seek hegemony over political, economic, and educational domains, and the arrest of secularization and modernization of knowledge. In Pakistan, Islamization and ideological education have intensified cultural and religious differences and led to popular resistance through attendance at Western-model schools.

Talsma, Gary; Hersberger, Jim (1990).  STAR Experimental Geometry: Working with Mathematically Gifted Middle School Students.  Mathematics Teacher, 83, 5. 

Described is a two-week summer residential program designed for students who have been identified through one of several middle school talent searches. Discussed are the assumptions and goals, course content and pedagogy, evaluation, and materials of the program.

Tamir, Pinchas (1993).  The Curriculum Potential of Darwin's Theory of Evolution.  Interchange, 24, 1-2. 

Two dilemmas occur in studying Darwin's Theory of Evolution. One, concerning pedagogy, is solvable by offering theory basics in middle school and in-depth study in high school. Another, concerning faith, is extremely sensitive. The paper discusses successful approaches, noting the place of Darwin's theory in all-elective high school biology.

Tanaka, Kazutoshi; Evers, Michael B. (1999).  Ergonagy: Its Relation to Pedagogy and Andragogy. 

The term "ergonagy" is formed from the Greek terms "ergon" (work) and "agogos" (lead). Ergonagy integrates concepts associated with education and training related to preparation for, and performance of, work. Pedagogy may be defined as the art and science of teaching, and andragogy may be defined as the art and science of helping adults learn. Ergonagy may be defined as the art and science of helping people learn to work. These definitions provide a basis for addressing the question of whether ergonagy can be considered a component of education in conjunction with pedagogy and andragogy, and thus provide a clearer and more universally accepted concept of occupational-vocational education and training. Five case studies illustrating how education is defined and implemented in Japan and in the United States were examined to shed light on that question. The cases provided evidence that neither pedagogy nor andragogy can be the sole strategy for occupational and vocational education and training. Rather, a combination of the two, in the form of ergonagy, is most appropriate inasmuch as it subsumes pedagogy and andragogy and more clearly defines and describes occupational-vocational education and training for better international dialogue, research, and comparative studies. | [FULL TEXT]

Tanaka, Kazutoshi; Evers, Michael B. (1999).  Ergonagy: A New Concept in the Integration of "Kyo-Iky" and "Education." 

Although the Japanese term "kyo-iku" is translated into English as "education," significant differences exist between the two terms. A new term, "ergonagy," has been advocated to help integrate the Japanese concept of kyo-iku and the Western concept of education. "Ergonagy" is formed from the Greek terms "ergon" (work) and "agogos" (lead). Ergonagy describes education that leads to or promotes an individual's occupational, vocational, and professional potential. Although ergonagy recognizes differences in academic studies and vocational applications and differences between pedagogy and andragogy, it also recognizes and emphasizes the synergy that exists between each set of concepts. Defined as the art and science of helping people learn to work, ergonagy supports a continual blending of academic and vocational education for improved work opportunities throughout individuals' lives, whether in one or several careers. The principles underlying the concept of ergonagy and the need for anergonomic perspective can be understood better by examining the evolution of Japan's human resource system and its similarities to and differences from the U.S. human resource development system. Because it subsumes andragogy and pedagogy, ergonagy can make international dialogue, research, and studies of kyo-iku and education clearer and more defined. | [FULL TEXT]

Tannacito, Dan J. (1995).  A Guide to Writing in English as a Second or Foreign Language: An Annotated Bibliography of Research and Pedagogy. 

This bibliography offers English-as-a-Second-Language (ESL) and English-as-a-Foreign-Language (EFL) specialists and non-specialists a listing of almost 3,500 works in the field of writing in ESL/EFL, at all educational levels, from 1937 through 1993. It includes works focusing on how non-native speakers write in English, how they learn to write in English, how ESL and native-English-speaker (NES) compositions compare, how English is taught in contexts where it is used as a second or foreign language, and instructional materials developed to support writing in a second/foreign language. Citations include bibliographies, monographs, textbooks, periodicals, dissertations and some (unannotated) master's theses, conference papers, and Educational Resources Information Center (ERIC) documents. An introductory section and a list of native languages addressed in the works precede the annotated entries. Author and subject indexes are also included.

Tanner, Mark W.; And Others (1993).  The Balanced Equation to Training Chemistry ITAs.  Innovative Higher Education, 17, 3. 

To prepare new international graduate students for assignments as teaching assistants, the University of Washington chemistry department worked with specialists in language, pedagogy, and chemistry to design a discipline-specific training program. The program's structure, participants, benefits and limitations, and effectiveness in its first year are examined.

Tappan, Mark B.; Brown, Lyn Mikel (1996).  Envisioning a Postmodern Moral Pedagogy.  Journal of Moral Education, 25, 1. 

Contends that traditional moral education's lack of critical perspective has resulted in its unwitting perpetuation of the status quo. Proposes adopting a critical postmodern approach addressing the fundamental interrelationship between language and power. Recommends sharing knowledge, power, and ideas between teachers and students.

Tassoni, John Paul (1996).  Should I Write about My Grandparents or America? Writing Center Tutors, Secrets, and Democratic Change.  Journal of Teaching Writing, 15, 2. 

Explains the complexity of pedagogical factors that, despite tutor training and a writing center's commitment to liberatory pedagogy, contribute to tutorial "speech moments" that are antagonistic to democratic, dialogic intentions. Suggests practical ways tutors can resist imposing their views of culture or politics on their students and transform such situations into occasions for learning.

Tate, William F. (1995).  Returning to the Root: A Culturally Relevant Approach to Mathematics Pedagogy.  Theory into Practice, 34, 3. 

Presents an "Africentric" approach to mathematics education built on the thinking and realities of African American children. The article explains what constitutes a foreign pedagogy to African American students and describes a three-year collaborative project with a middle school teacher who has implemented a pedagogy of social change in her mathematics classes.

Tavel, Judith (1995).  Two National Surveys of Two-Year College Physics Faculty.  Physics Teacher, 33, 2. 

Presents the results of two national surveys of two-year college physics faculty that included educational background, teaching, and interaction with students. Reports certain strengths of these colleges including: the focus on students, the attention to introductory pedagogy, and the willingness to take students from where they are to where they need to go.

Taylor, Dianne L.; Bogotch, Ira E. (1993).  Teacher Working Conditions and School Reform: A Descriptive Analysis. 

Findings of a study that examined the working conditions that teachers face in an urban school district in the southern United States are presented in this paper. A survey mailed to 1,329 teachers in 15 secondary and 68 elementary schools produced an approximate 50 percent response rate per school. Interviews were also conducted with the union building representative from four elementary and two high schools. Teachers reported problems concerning textbook availability and functional equipment, school safety, and student discipline--conditions more likely to inhibit rather than foster student learning and school reform. However, some teachers defied the inadequacies of their work environment by developing collegial working relationships. A conclusion is that pedagogy in the schools cannot be changed in schools where there is a textbook shortage, where teachers feel distanced from school reform, and where teachers perceive their school boards and administrators to be unconcerned. If successful school restructuring is to occur, school conditions must be addressed first. Five tables are included. | [FULL TEXT]

Taylor, John (1997).  The Controversy between Whole Language versus Phonics. 

Whole language versus phonics: the debate rages on over the proper techniques for teaching reading. Whole language is a child-centered, literature based approach to language teaching that will immerse the students in real communication. The reasons placed behind whole language teaching are based on linguistics, pedagogy, and psychology. In the whole language program, writing and reading go hand in hand as the student begins to string letters together. Phonics is a method of teaching beginners to read and pronounce words by learning the phonetic value of letters, letter groups, and syllables. Phonics has been in use since the 19th century and has been used by teachers since its inception. Phonics is based on interpretation of research findings, partly on theory, and partly on combined experience of classroom teachers. Proponents of each program claim pupil interest in only their program, and each claim the rival program to be dull and drab. There needs to be a combination of whole language and phonics in order for the students to truly succeed. Educators should strive for what is best for the students. | [FULL TEXT]

Taylor, Kathleen; Marienau, Catherine (1995).  Bridging Practice and Theory for Women's Adult Development.  New Directions for Adult and Continuing Education. 

Three strands of practice and theory--adult learning, women's development, and feminist pedagogy--contribute to development of a learning environment attuned to women's needs. Instead of concentrating on information storage/retrieval, alternative education should focus on requiring fourth-level consciousness: ability to choose how, whether, and when to interact with one's psychological environment.

Taylor, Lisa (1997).  "Canadian Culture," Cultural Difference, and ESL Pedagogy: A Response to Robert Courchene and Virginia Sauve.  TESL Canada Journal, 15, 1. 

Responds to a previous dialog between Robert Courchene and Virginia Sauve on teaching Canadian culture in the English-as-a-Second-Language classroom. (13 references)

Taylor, Peter C. S. (1990).  The Influence of Teacher Beliefs on Constructivist Teaching Practices. 

A collaborative research study was designed to facilitate, at the local school level, a mathematics teacher's development of a "constructivist" pedagogy. This paper discusses the nature and influence of the teacher's professional beliefs on his attempts to create a classroom learning environment congruent with the principles of a constructivist epistemology. Cognitive perturbation is considered an important part of the process of reshaping the teacher's conception of his classroom role. The teacher designed and implemented constructivist teaching strategies. However, the narrow scope of these innovations highlighted the significant role of the teacher's established positivist epistemology in determining boundary conditions for conceptual change. In a constructivist epistemology cognitive perturbation facilitates a learner's reconstruction of his/her ways of interpreting experiences. It is an important pedagogical focus for teachers who wish to influence their students' conceptual development. This study found that teacher beliefs moderate cognitive perturbation and, subsequently, restrict the nature and scope of the teacher's conceptual and practical classroom changes. | [FULL TEXT]

Taylor, Tracy A. (1994).  Troops to Teachers: Guidelines for Teacher Educators. 

Military cutbacks by the Department of Defense will cause thousands of enlisted personnel and civilian workers in defense industries to lose their jobs and look toward other employment opportunities. To help ease this conversion for some displaced employees, the Department of Defense is sponsoring a program to help former servicepeople earn certification as teachers and teacher aides. The program, called "Troops to Teachers," provides financial assistance to both former military workers and qualified school districts, enabling defense personnel to obtain licensure and employment. The purpose of this bulletin is to present teacher educators with details of the alternative teacher education program, as well as acquaint them with the particular requirements of Troops to Teachers' students. The following aspects of the program are outlined: legislative history; structure (stipends and placement grants); and regulations and operating procedures (enrollment and placement). It is noted that participants are required to work in schools receiving federal grants under the Chapter 1 program. To adequately prepare participants for their prospective employment, schools of education may wish to emphasize concepts of best practice and pedagogy in compensatory education. | [FULL TEXT]

_____. (1993).  Teaching for Change: Anti-Racist, Multicultural Curricula, Critical Teaching. 

This publication is a 60-item catalog listing of curricula, teaching guides, and other resources for teachers that focus on developing and promoting pedagogy, resources, and cross-cultural understanding for social and economic justice in the Americas. Many of the offerings particularly address racism and issues in Central America and South America. The selections are designed for elementary school and secondary school education, and also include newsletters, travel opportunities, and recommended professional books. Some of the topics covered are the following: (1) cooperative learning; (2) Malcolm X; (3) the labor movement; (4) Rigoberta Menchu; (5) Hispanic folktales; (6) civil wars in El Salvador and Guatemala; (7) Caribbean culture and history; (8) educational activism in the United States; (9) standardized testing; and (10) battling the school choice movement. Included are an order form and an information request form. | [FULL TEXT]

_____. (1995).  Teacher Education Strategic Planning Panel Report, March 1995. 

This document presents recommendations for Colorado state teacher education policy additions and changes based on a review of existing policies and in light of current changes in the professional education field. The recommendations are: (1) do not reinstate undergraduate degrees in education; (2) accept interdisciplinary majors for teacher education when they meet certain criteria; (3) allow undergraduate students intending to become teachers to complete all requirements for a degree and for teacher licensure in a planned eight-semester program; (4) the teacher licensure component of post-baccalaureate programs should be the same undergraduate courses required of students completing an eight-semester Bachelor's degree with licensure requirements; (5) continue programs combining licensure requirements with Master's degree requirements, with stipulations; (6) continue limiting teacher education licensure programs to 20-42 semester hours with a Bachelor's degree program; (7) 4-year institutions should deliver licensure/pedagogy components and only at the upper level; (8) accept the University of Northern Colorado's (UNC) definition of its designation as the state's primary teacher education institution; (9) do not encourage development of new programs; (10) K-12/higher education partnerships are strongly endorsed; (11) retain the current configuration for access to programs in teacher education; (12) encourage appropriate technology; (13) hold programs accountable for students' knowledge and performance in teacher education; (14) do not establish a Bachelor's in early childhood education; (15) establish a permanent education advisory committee to review programs; (16) codify certain policies stemming from past reports. An appendix lists members of the panel making the recommendations, the UNC role definition, a statement on elimination of undergraduate education degrees from deans of education; and responses from deans of education to questions on licensure and standards-based education, and a draft codification of teacher education policy. | [FULL TEXT]

_____. (1996).  Teacher Preparation and NSF Collaboratives for Excellence in Teacher Preparation. FY 96 Awards. 

The National Science Foundation's (NSF) Directorate for Education and Human Resources (EHR) is responsible for providing national leadership and support for improving the quality of science, mathematics, engineering, and technology (SME&T) education from kindergarten through graduate school. The ultimate goal is to achieve excellence in the preparation of future U.S. teachers who are knowledgeable in their content areas and in the practice of teaching, creative and enthusiastic, and dedicated to life-long learning. This publication provides project descriptions for Teacher Preparation Awards and NSF Collaboratives for Excellence in Teacher Preparation Awards. The projects described received either new, continuation, or supplemental awards in Fiscal Year 1996. Projects funded through the Collaboratives program and projects funded through other programs managed by the Division of Undergraduate Education (DUE) are included. These projects provide models of exciting programs in teacher education that have the potential for significant national impact. The content and pedagogy serve a diverse set of students and institutions, and respond to the call for new directions. | [FULL TEXT]

_____. (1997).  Teacher Education and School Reform. International Yearbook on Teacher Education 1996. Proceedings, Vol. I [and] Vol. II from the World Assembly of the International Council on Education for Teaching (Including the Final World Assembly Report and Recommendations Submitted by ICET to UNESCO)(43rd, Amman, Jordan, December 16-21, 1996). 

This report provides a review of current research and innovative programs and practices as viewed from an international perspective. To develop these volumes, the International Council on Education for Teaching (ICET) invited educators from Africa, Asia and the Pacific, Europe, the Middle East, South America, Central America, and the Caribbean to address teacher education and school reform. The theme was supported by plenary sessions and research-based paper presentations focusing on four topics: (1) enhancing values in school reform to promote democratic values and practice and develop a democratic pedagogy of school renewal; (2) fostering partnerships in school reform between schools and universities, with professional development schools, between professional and public schools, and between centers of educational development and public schools; (3) preparing teachers for school reform through innovations in preservice teacher education and their likely impact on schools; and (4) capitalizing on international collaboration for school reform by identifying national, regional, and international efforts for achieving school reform. These volumes outline key issues confronting educators and suggest successful strategies and practices for educators to model in pursuit of quality teacher education and school reform on the local, national, and international level. | [FULL TEXT]

Tebeaux, Elizabeth (1995).  Technical Writing by Distance: Refocusing the Pedagogy of Technical Communication.  Technical Communication Quarterly, 4, 4. 

States that advanced technology, cost control concerns, and worldwide expansion in distance education programs challenge technical communication teachers to find ways of delivering quality technical writing courses by distance. Describes a distance platform at Texas A&M. Sees examining, applying, and testing existing distance theory in developing distance technical writing courses as an emerging technical communication research field.

Tedesco, Juan Carlos (1998).  The New Educational Pact: Education, Competitiveness and Citizenship in Modern Society. Studies in Comparative Education. 

The identity of the progressive educational movement is in a state of crisis. Past answers, it seems, are no longer sufficient to define an educational policy that responds to the objectives of democracy and equity in education. To help understand this crisis, some reflections on the role of education are offered in this text, which tries to provide a better understanding of what is changing and how it has changed. It also looks ahead to try and provide a course for action. The book combines different disciplinary approaches--history, sociology, pedagogy, psychology, and philosophy--and although it takes a political stance, it tries to allow room for doubts and queries so as to avoid the dichotomous thinking that presents only pure pessimism or total optimism. The nine chapters focus on such topics as the crisis in the traditional educational system, efforts to ensure quality education for all citizens, the role of new technologies, ways in which to construct an identity so as to balance such ideals as individualism and general interest, the makeup of the total school, the establishment of a system of education or an institution of education, the many expectations placed on teachers, and some of the characteristics of educational reform.

Tedick, Diane J.; Tischer, Carolyn A. (1996).  Combining Immersion Experiences and Pedagogy for Language Teachers: Lessons Learned and Changes Implemented.  Foreign Language Annals, 29, 3. 

Describes and critiques a National Endowment for the Humanities-funded summer graduate program at the University of Minnesota for preservice and inservice teachers of French, German, and Spanish. The program combines a language immersion approach in content-based classes with a pedagogical component.

Tell, Carol (1999).  Renewing the Profession of Teaching: A Conversation with John Goodlad.  Educational Leadership, 56, 8. 

John Goodlad believes the imminent teacher shortage could provide an opportunity for centers of pedagogy to prepare reading and math head teachers to work with teams of primary teachers. By democratizing school conditions, students could be educated for "civitas," or human goodness. Technology is no substitute for human infrastructure.

Temple, Charles; And Others (1994).  The "Global Method" of Celestin Freinet: Whole Language in a European Setting?  Reading Teacher, 48, 1. 

Describes the "Global Method" of Celestin Freinet, a French educator whose teaching methods (similar to language experience, writing process approach, and whole language) are used by teachers in Europe. Offers excerpts of Freinet's ideas on democratic pedagogy, having children write their own books, teaching writing, moral civic education, and other topics.

Tennant, Mark (1996).  The Post-Modern Condition: Reformulating Adult Education Pedagogy. 

The question of how the postmodern would have an impact on the everyday concerns of adult educators can be approached through analysis of three fundamental and persistent concerns evident in the literature of adult education pedagogy. First, the idea of autonomous or self-directed learning is firmly entrenched in contemporary thinking about adult education. Postmodern views of how identity, or the "self," is shaped are appealing because they offer an explanation of how social structures become embedded in individual identity, while pointing to the potential for psychological resistance. Second, the adult education literature has placed a great deal of emphasis on the importance of establishing an appropriate "adult" teacher-learner relationship. Although the humanistic approach to the adult teacher-learner relationship may be criticized for its neutrality, the postmodern approach is open to the charge of indifference in the sense that it is not prepared to privilege any particular position. Third, the importance and centrality of experience as a foundation for adult education practice is widely accepted. The idea of learning from experience certainly contains postmodern tendencies especially if learners are seen as the principal producers of knowledge through immersion in practice. Elements of the postmodern condition are certainly present in adult education pedagogy. What is unclear is whether postmodernism is the best way to describe these ideas and practices. | [FULL TEXT]

Terkla, Dan; McKinzie, Steve (1997).  The Revolution Is Being Televised: Pedagogy and Information Retrieval in the Liberal Arts College.  College & Undergraduate Libraries, 4, 2. 

Examines the impact of the information revolution on teaching library research skills in a small liberal arts college. Proposes a model for collaborating librarians and English faculty that integrates writing strategies, library research tools, and multimedia into English literature. Includes course schedule and a bibliography of print and Internet resources.

Terrell, Steven R.; And Others (1995).  A Transitional Model for the Introduction of Technology. 

There are many reasons for teachers' resistance to innovation in the classroom through computer use. This resistance can be categorized into one of several broad-based themes: resistance to organizational change; resistance to outside intervention; time management problems; lack of support from the administration; teachers' perceptions; or personal and psychological factors. Ronald Havelock (1973) has recognized that innovations, regardless of degree, run the risk of being resisted or rejected in the school environment. He suggests that change agents become aware of the six phases that teachers must go through prior to acceptance: awareness, interest, evaluation, trial, adoption, and integration. In response to problems that may arise in this linear model for the implementation of change, the six steps can be broken down into three phases: involvement, investment, and incorporation, all of which are explored in detail. These phases support a process whereby attention can be paid concurrently to one or more steps instead of one large cycle of single linear steps. It is important to understand what is going on in each of these steps, not only in terms of what they suggest, but also in terms of what is being observed in the school system today. It is concluded that perhaps it is time to restructure the entire learning process and try to solve today's educational problems by changing the teacher's role, accepting a new philosophy towards pedagogy, adopting the tools available today, and making thoughtful decisions about the appropriate use of technology in the classroom. Two figures illustrate the models of integration of change. | [FULL TEXT]

Terry, Robert M., Ed. (1997).  Addressing the Standards for Foreign Language Learning. Dimension '97. Selected Proceedings of the Joint Conference of the Southern Conference on Language Teaching and the South Carolina Foreign Language Teachers' Association (Myrtle Beach, South Carolina). 

Seven papers from the annual conference are presented. "Developing Tomorrow's Technology-Using Foreign Language Teachers: Where We Are, Where We Are Going" (Marjorie H. DeWert, Audrey Heining-Boynton) looks at whether language teachers are being trained to take full advantage of educational technology. "Foreign Language Placement in Postsecondary Institutions: Addressing the Problem" (Leona LeBlanc, Carolyn G. Lally) looks at student placement based on secondary school experience and related articulation issues. "Pedagogy and the Emerging Spanish Canon" (Sheri Spaine Long) focuses on integration of contemporary literary materials in language curricula. "A French Culture Course in English: Strategies and Resources" (Alice J. Strange) proposes encouraging students to embrace French culture by de-emphasizing language. "A Task-Based Communicative Approach in FLES" (Yoshihiro Tajima, Hiroko Spees), describes techniques in an elementary school program. "'Vive le francais': Strategies for Recruiting and Retaining Students in French Classes" (Ellen Lorraine Friedrich, Lollie Barbare Eykyn, Barbara Owens McKeithan) discusses the strong role that French can play in general education, and methods for increasing student interest. "Small World Language and Culture for Children: FLEX and the New Standards" (Charlotte Blackmon, Lorene Pagcaliwagan) describes a successful K-3 foreign language exploratory program.

(1996).  The Politics of Intervention: External Regulation of Academic Activities and Workloads in Public Higher Education.  Academe, 82, 1. 

The report of the American Association of University Professors' Committee C on College and University Teaching, Research, and Publication extends discussion of faculty workload issues by examining external attempts to legislate and regulate the way in which faculty in public higher education institutions distribute their work. Focus is on emerging trends and the threat to pedagogy of extramural intervention.

_____. (1990).  The Liberal Art of Science: Agenda for Action. 

Science influences every aspect of contemporary life, yet the United States has been described as a nation of scientific illiterates. The appraisal of leaders in government, education, and the private sector is that the welfare of the nation and the individual will be improved when all citizens have sufficient understanding of science to make soundly based personal, civic, and professional decisions. This report presents the conclusions and recommendations of the Study Group of the American Association for the Advancement of Science Project on Liberal Education and the Sciences. The members of the Study Group deliberated about the level of scientific understanding required for optimal participation in life in the 21st Century and about the nature of undergraduate education in the natural sciences necessary to achieve a proper level of understanding. Sections include: (1) recommendations; (2) the report, including "Aspects of Scientific Understanding,""Prolegomenon to a New Pedagogy,""Programmatic Approaches to Liberal Education in Science," and "Liberal Education in Science for Special Groups"; and (3) appendices, including "Programs Involving the Core Curriculum,""Programs Constituting a Major,""Full-Year Courses and Course Sequences,""One-Semester Courses," and "Contributions to the Project on Liberal Education and the Sciences."

_____. (1991).  The Middle Matters: Transforming Education for Vermont's Young Adolescents. 

This document provides the direction for the development of middle grades (5-8) programs in all Vermont schools. A mission statement identifies the means through which the purpose of young-adolescent education can be achieved. Goals for students and a scenario depicting a responsive middle school follow. The next section outlines the conceptual frameworks, which provide definitions and criteria for the development and assessment of middle-grades programs. The following areas are addressed in depth: student-responsive curriculum and pedagogy; success-oriented learning environments; innovative assessment of students and programs; coordination of education, health, and social services; and home-school-community collaboration. Task force recommendations and sample forms and worksheets for school/program self-assessment are included. Finally, a resource guide describes innovative programs, consultants' services, and community organizations and lists print, video and audio resources (containing nearly 150 citations of materials). | [FULL TEXT]

_____. (1992).  The Right to Literacy: The Rhetoric, the Romance, the Reality. ACAL National Conference (Sydney, Australia, October 9-11, 1992). Conference Papers, Vol. 1, Plenary and Keynote Sessions. 

This first of three volumes of the 1992 Australian Council for Adult Literacy (ACAL) Conference Papers includes 10 papers from the plenary and keynote sessions. The theme of "When Basic Skills and Information Processing Just Aren't Enough: Rethinking Reading in New Times" (Allan Luke) is the moral and political consequences of ways of reading. "Therapeutic Relief to the Psycho-Sexual Congested Conference Delegate...at a Price" (Mary Hartmann) is a tongue-in-cheek invitation to the speaker's clinics for literacy professionals who are feeling the pressure of their jobs. "Literacy Practices and the Construction of Personhood" (Brian Street) focuses on the implications for pedagogy of approaching literacy and the construction of personhood from an anthropological viewpoint."Assembling Reading and Writing: How Institutions Construct Literate Competencies" (Peter Freebody) provides examples of the developing perspective of literacy practices socially and institutionally embedded. "Being Numerate: Whose Right? Who's Left?" (Sue Willis) explores the continuing demands that levels of numeracy must be raised and the argument that mathematics is deeply implicated in social inequality. "Address to the ACAL Forum" (Paul Brock) reviews adult English language and literacy provision currently offered by the community-based education sector. "From Now to the Year 2000" (Ann Whyte) considers developments in adult and community education. "Community Literacy" (Kay Schofield) addresses community provision of literacy training. "'New Times' and Literacies that Matter" (Colin Lankshear) uses a sociological analysis of current economic and social trends within developed countries to review the main forms of literacy requirements. "Removing Cultural Barriers to Numeracy" (Alan Bishop) looks at numeracy as culturally based and socially situated knowledge. | [FULL TEXT]

_____. (1993).  The 1993 Agenda for the National Center for Research in Vocational Education. 

This paper contains a mission statement and overview of the National Center for Research in Vocational Education's (NCRVE) agenda for 1993. The first part outlines the goals and programs of NCRVE's six research and development areas: the economic context of vocational education; the institutional context of vocational education; curriculum and pedagogy; students in vocational education; personnel in vocational education; and accountability assessment. Projects in each of these areas are described. The second part of the paper outlines the goals and programs of the five development and training areas: dissemination; professional development; special populations; planning, evaluation, and accountability; program development, curriculum, and instructional materials. Planned projects and activities are summarized. | [FULL TEXT]

_____. (1993).  The Universal and the National in Preschool Education. Papers from the OMEP International Seminar (Moscow, Russia, December 4-7, 1991). YCF Series 3. 

This collection of 27 brief essays focuses on universal aspects of childhood and early childhood education, education for peace, model early childhood programs, and the development of children's thinking and creativity skills. The essays are: (1) "The Universal and the National in Preschool Education (Goutard); (2) "Preschool Childhood: Cultural and Historical Aspects" (Kudreyavtsev); (3) "The Role of National Literature in Children's Artistic-Verbal Development" (Chemortan); (4) "From Teacher Training to Teaching Children: Television as an Aid to Contextualization" (Irisarri); (5) "Empathic Sensitivity in Preschool Children" (Sochaczewska); (6) "Verbal Communication of Deaf Children: The Foundation of a Normal Life" (Leongard); (7) "The Subculture of Preschool Children and Make-Believe Play" (Mikhailenko); (8) "The Role of Adults in Children's Play" (Misurcova); (9) "The Individual, Ethnic, and Universal in the Psychological Content of Traditional (Folk) Games and Toys" (Novosyolova); (10) "Tradition and the Child: How Polish Village Children Used to Play" (Kielar-Turska); (11) "Theoretical Underpinnings of the National Kindergarten in the Ukraine" (Artyomova); (12) "A Multi-Disciplinary Approach to a Kindergarten of the Future: The Experience of the Finnish-Russian 'Kalinka'" (Protassova); (13) "Bringing Up Preschool Children in the Spirit of Peace" (Dunin-Wasowicz); (14) "Education for Peace and International Understanding in Early Childhood" (Sund); (15) "Educating Young Children for Peace and World Citizenship" (Tsuchiyama); (16) "Principles Underpinning Preschool Education Programmes" (Poddyakov); (17) "Psychological Principles of the New Model of Public Preschool Education" (Kravtsov); (18) "Which [Preschool] Programme?" (Branska); (19) "Programmes for Kindergartens" (Martin); (20) "'Landmarks'--A Programme for Preschool Education" (Grazhene); (21) "The Importance of Professional Self-Appraisal in Developing the Skills of Kindergarten Teachers" (Pan'ko); (22) "Construction as a Means of Developing Thinking and Creative Imagination in Preschool Children" (Paramonova); (23) "Psycho-Pedagogical Approaches in Studying and Stimulating the Child's Creative Activity" (Roussinova-Bahoudaila); (24) "The Development of Creativity in Infant School" (Castillo); (25) "To Be Six Years Old in Sweden in the 1990s" (Pramling); (26)"Development of Cognitive Faculties: One of the Main Objects of Preschool Education" (Venger); and (27) "Interactive Curriculum--Interactive Pedagogy" (Pesic). Also contains summaries of eight other papers. | [FULL TEXT]

_____. (1994).  The 1994 Agenda for the National Center for Research in Vocational Education. 

This agenda begins with the mission statement of the National Center for Research in Vocational Education (NCRVE) which envisions NRCVE as serving the role of an agent for change. It discusses the two major components that comprise the vision: one describing what occupationally oriented education ought to be, and one describing how a national center ought to operate. Part 1 describes the six substantive areas around which NCRVE organizes its research and development activities: the economic context of vocational education; the institutional context of vocational the emerging "system" of education and job training; curriculum and pedagogy: innovative and effective practices in vocational education; students in vocational education; personnel in vocational education; and accountability and assessment. Twenty-three project descriptions divided into the research and development categories follow. Part 2 describes these six programmatic thrusts in which NCRVE conducts its dissemination and training activities: dissemination; professional development; special populations; planning, evaluation, and accountability; The National Network for Curriculum in Integration and Tech Prep; and program development, curriculum, and instructional materials. Project descriptions divided into these six areas follow. An index is followed by the NCRVE organizational structure and listing of project directors. | [FULL TEXT]

_____. (1994).  The Changing Role of Vocational and Technical Education and Training (VOTEC). Technological Innovation and Economic Change: Implications for the Organisation and Pedagogy of Vocational and Technical Education and Training. Synthesis Report. 

More than 50 delegates from 19 Organisation for Economic Cooperation Development (OECD) member countries participated in a seminar examining the implications of technological innovation and economic change for the organization and pedagogy of vocational-technical education (VTE). The discussion focused on the following issues: VTE's responses to technical skills, competencies, and qualifications in the past, present, and future; changing roles/responsibilities for coordinating learning in schools and enterprises in view of technological innovation; and skill profiles and skill formation in tomorrow's factories. Many OECD member countries were found to be experiencing difficulties in attracting/motivating VTE students and finding enough employers willing to provide apprenticeships. Most OECD countries felt the following were needed: a stronger foundation in basic knowledge, closer connections between firms and schools, continuous rather than just initial training, and improved teaching in VTE. There was considerably less consensus regarding strategies to meet those needs. It was concluded that the OECD must determine how the actions of different government ministries, employers, and labor unions influence the effectiveness of VTE and to stimulate conversations within countries about the need for coordination among the various groups whose decisions influence the effectiveness of VTE. | [FULL TEXT]

_____. (1996).  The 1996 Agenda for the National Center for Research in Vocational Education. 

This paper outlines the mission and projected projects for the National Center for Research in Vocational Education for 1996. The activities are organized around two functions: research and development and dissemination and training. Research and development is composed of six substantive areas: (1) the economic context of vocational education; (2) institutions, "systems," governance, and policy; (3) curriculum and pedagogy: innovative and effective practices in vocational education; (4) students in vocational education; (5) personnel in vocational education; and (6) accountability and assessment. Dissemination and training includes a dissemination program, a professional outreach program, and an office of student of student services. Projects to be conducted in each of these areas are profiled, with information included on project director, activities, and expected products. | [FULL TEXT]

_____. (1996).  The Oregon Special Education Technology Task Force: Recommendations for the 21st Century. 

This report of the Oregon Special Education Technology Task Force presents recommendations reflecting both the demands expected early in the coming century for students with disabilities and corresponding advances in technology. It encompasses four broad areas: administration; professional development; children, youth, and their families; and resources. Recommendations include: (1) interface with school reform to assure the inclusion of students with disabilities at all levels; (2) provide districts with clear information about their legal responsibilities concerning technology for children and youth with disabilities; (3) provide special education professionals and paraprofessionals with ongoing opportunities for growth in the areas of technology and use of technology with students with disabilities; (4) facilitate training for professionals and paraprofessionals in the pedagogy of teaching students and colleagues to use technology; (5) work to develop teacher standards for earning a technology endorsement; (6) work to infuse technology and curricula regarding assistive technology into existing courses for special education professionals; (7) ensure that accessible and local information and training opportunities are available to students and families; (8) encourage the involvement of students and families in the decision-making process when assistive technology options are being considered; and (9) identify and facilitate additional funding sources that may be available for school districts and programs. | [FULL TEXT]

Theberge, Mariette; LeBlanc, Raymond (1998).  Etude du style d'apprentissage d'etudiants inscrits a un programme de didactique de langues secondes (Study of the Learning Style of Students Enrolled in a Program of Second Language Pedagogy).  Canadian Modern Language Review, 55, 2. 

This study identified the learning styles of 44 second-language teacher trainees at the University of Ottawa (Ontario) and explored the relevance of learning-style awareness in the context of teacher education. Results show a predominance of the "reflector" mode in this population, suggesting a pedagogical approach that allows learning-style awareness.

Theobald, Neil D.; Nelson, Bryce E. (1992).  The Resource Costs Involved in Restructuring a Secondary School. 

The practical issues of financial, human, and political costs involved in the restructuring efforts undertaken by five Washington State secondary schools, each of which is a member of the Coalition of Essential Schools, are addressed in this paper. The crux of the restructuring problem is to develop ways to provide staff members with the needed planning time consistent with the existing norms of the teaching profession. Staff resource allocation decisions regarding four key areas--curriculum, pedagogy, learning resources, and administration--determine the cost of restructuring. A conclusion is that schools are only capable of mustering the resources for a limited number of significant innovations. Before beginning a restructuring project, a school or district must consider costs as a function of decisions regarding the four key areas and must consider scaling back its model or not beginning at all. A cost estimate worksheet is included. (8 references) | [FULL TEXT]

Theobald, Paul (1995).  Call School: Rural Education in the Midwest to 1918. 

This book overviews the history of one-room schools in the United States during the 19th century and early 20th century in the midwestern states of Illinois, Indiana, Wisconsin, Iowa, Nebraska, Minnesota, North Dakota, and South Dakota. The book is based on rural school records, correspondence of early school officers, contemporary texts, and diaries and letters of rural students and teachers. An apparent theme of rural education history in the Midwest was the pervasive resistance of rural communities to state-sponsored schooling and initiatives of centralized state departments of education. The first chapter, "The Kingdom of God in the Wilderness: Education and Religion in the Antebellum Midwest," focuses on the relationship between educational preferences and religion. Specifically, this chapter examines effects on the inter-Protestant competition and expansion in midwestern states during the 19th century that resulted in both pro- and anti-common school sentiment. The second chapter, "Transience and Free Schooling in the States of the Midwest," examines the economics of a highly mobile society and its effect on the educational experiences of children in the Midwest. The third chapter, "Community Gatekeepers: The School Board Men of the Rural Midwest," examines the role of school board members who controlled the affairs of local districts. Although each school board handled matters differently, there were clear trends such as barring women and nonlandowners from having a voice in school affairs. The fourth chapter, "Recess, Recitation, and the Switch: Students and Teachers in Midwest Country Schools," relates one-room schooling experiences through teachers' and students' eyes and demonstrates how rural school pedagogy meshed well with Puritan and Lockean philosophies prevalent during this time. The last chapter, "Rural Meets Urban: Country Schools, State Departments of Education, and the Country Life Commission," explores the relationship between local districts, intermediate school authorities, and state departments of education. Specifically, this chapter focuses on the experiences of rural schools during the Progressive Era when concern for the American countryside was at its peak. The reform movement of President Roosevelt's Country Life Commission lost its momentum by 1918, and it was at this point that rural schools began a rapid decline. Contains over 200 references, notes, and an index.

Theobald, Paul; Snauwaert, Dale T. (1990).  The Educational Philosophy of Wendell Berry. 

This paper provides a guide for those interested in the educational philosophy of author and ecologist Wendell Berry. It is divided into three sections. The first discusses the foundational dimensions of Berry's thought in terms of his conception of human nature, knowledge, and the good society. Berry sees human beings as creators and moral agents who achieve their humanity only in relation to their surrounding land and community. He conceives knowledge as being fundamentally experiential, imaginative, relational, and interactional with nature. He envisions the good society as being unified with nature, community-based, and democratic. The second section focuses on Berry's educational philosophy in terms of the purposes of education, curriculum, and pedagogy. His general orientation translates into an educational theory favoring the cultivation of highly literate individuals capable of exercising critical judgement concerning a variety of social, political, and economic issues. He sees current schooling as little better than "babysitting, job training, or incarceration," supporting environmental exploitation. His outlook advocates a liberal curriculum and an experiential, critical pedagogy. The third section attempts to place Berry's educational thought in the context of the history of educational ideas. Berry's philosophical tradition is rooted in Greek antiquity, which linked education, or character development, with the quality of community life. Berry's advocacy of critical consciousness is also similar to the cultural hegemony theory of the Frankfort School. The document concludes that Berry's philosophy is best described as "ecological," concerned with cultivation of truth, justice, and geological space. | [FULL TEXT]

Theobald, Paul; Theobald, Jan (1990).  Critical Pedagogy for Rural Teachers? 

Three books represent the recent work of leading U.S. proponents of critical approaches to pedagogy: "Life in Schools: An Introduction to Critical Pedagogy in the Foundations of Education," by Peter McLaren; "Freire for the Classroom: A Sourcebook for Liberatory Teaching," edited by Ira Shor; and "Teachers as Intellectuals: Toward a Critical Pedagogy of Learning," by Henry A. Giroux. References to critical pedagogy imply at least four significant ideas: (1) fostering student initiative and creativity through nonauthoritarian dialogue between student and teacher; (2) promoting democracy by engaging students in the struggle for a society that lives up to its democratic ideals; (3) empowering students with the obligation to critique American society; and (4) having faith in the average intellect. Shor's book is a collection of essays written by international educators who have put into practice the pedagogy of Paulo Freire, the Brazilian educator who empowered his students to lead successful voting rights movements. While intriguing, much of the book does not speak to the world of American public school teachers. McLaren's book details the ideological position of critical teachers, and contends that an increasingly undemocratic social order is supported by the schooling experience. Giroux's collection of essays portrays the role of teacher as "transformative intellectual" who educates with a bias toward freedom, justice, and equality. If there is merit in critical theory for rural educators, it is in the idea that rural students need to engage in dialogue about the powerful social forces that are shaping their lives and their futures. | [FULL TEXT]

Theuerkauf, Walter E.; Weiner, Andreas (1994).  Technology Education and Vocational-Technical Teacher Preparation in Germany. 

A feature of teacher training in Germany is its high degree of professionalization: it is on the same level with other studies, such as medicine. University education includes not only a specialization in technology, but also studies in pedagogy. An essential factor is the close connection with the future professional career, achieved by teaching practice in parallel with university education. This comprehensive approach to teacher training runs the risk, however, that students can later find employment only at schools or similar institutions. Employment as an engineer, for example, is rendered impossible because design work does not take a central position during studies for the teaching profession. There are standards throughout the country for university studies for the teaching professions, enabling graduates to find positions in any of the states. The teacher training program may change, however, as it becomes increasingly necessary to make university degrees compatible throughout the European Community. At present, it is impossible for graduates of universities in other countries to become teachers in Germany because of the state examinations required. | [FULL TEXT]

Thomas, Jacinta (1993).  Countering the "I Can't Write English" Syndrome.  TESOL Journal, 2, 3. 

Stories are recounted about students enrolled in an intermediate level intensive English program at a university. The stories show how classroom pedagogy can transform students' negative perceptions about their abilities and result in their empowerment as writers.

Thomas, Paul F. (1998).  The Trial of J.V. Stalin: Exercises in Critical and Moral Reasoning. Critical Geopedagogy No.1. 

The dissemination and synthesis of critical, but scattered, existing knowledge concerning the human costs of J.V. Stalin's once-acclaimed achievements are contained in this seed document. The document is primarily for teachers who are free to expand, contract, modify, or delete the seed suggestions provided according to the characteristics of their students and teaching situations. The package contains 10 representative activity modules about Stalin that may require anywhere from 1 to 4 class periods. The package's modules can be used in any order and as supplementary teaching materials that will enrich topics and exercise students' critical thinking skills. The first component of each activity module lists a number of critical and/or moral thinking issues for the teacher's pedagogical consideration. The package also contains 20 reference sheets that complement the activity modules and provide databases for the lines of inquiry suggested in the modules. The document concludes with an extensive bibliography. | [FULL TEXT]

Thomas, Sharon; DeVoss, Danielle; Hara, Mark (1998).  Toward a Critical Theory of Technology and Writing.  Writing Center Journal, 19, 1. 

Offers a short history of how one writing center integrated technology into its practices. Relates how the center kept pace with changing times, while maintaining the integrity of its writing-center philosophy of student-directed pedagogy. Describes how its classroom presentations/workshops used technology to extend classroom conversations, to conduct research on the Internet, and to publish on the World Wide Web.

Thompson, Audrey (1997).  Surrogate Family Values: The Refeminization of Teaching.  Educational Theory, 47, 3. 

Discusses the arguments for the refeminization of education in relation to the social problems they address. Reclaiming education for feminization challenges existing approaches to curriculum and pedagogy. Though family values envisioned for caring schools emphasize children's needs, marginalized families may not recognize their own values in those institutionalized by refeminized schools.

Thompson, Audrey (1999).  Art or Propaganda? Pedagogy and Politics in Illustrated African-American Children's Literature since the Harlem Renaissance. 

This paper explores assumptions about children's political thinking as reflected in African American children's literature, with particular attention to picture books and illustrated magazine stories. Framed in terms of the "art or propaganda" distinction that the Harlem Renaissance philosopher Alain Locke used to clarify the role of art in social change, the paper discusses how African American children's literature since the Harlem Renaissance has taken up issues of race and racism. Many books have been intended to combat racism, but neither the artistic nor political merits of a book guarantee its success in an antiracist curriculum. One contribution that educational research can make is challenging the assumption by white teachers that a well-intentioned book will not be offensive to people of color. Research can help sensitize teachers to the issues they need to consider and it can provide a context for deciding the appropriateness of a particular book in the classroom. The example of the book "Nappy Hair" by Carolivia Herron shows that a book may be regarded very differently by different groups. | [FULL TEXT]

Thompson, Audrey; Gitlin, Andrew (1995).  Creating Spaces for Reconstructing Knowledge in Feminist Pedagogy.  Educational Theory, 45, 2. 

Presents a conceptual outline for a feminist pedagogy that attempts to develop reconstructed knowledge. The paper describes how standpoint theory and conversation as method can further the aim of reconstructed knowledge, arguing that teachers and students with pedagogical relations should seek opportunities to create spaces within which to reconstruct relationships.

Thompson, Charles L.; And Others (1997).  The Science Reforms: Mapping the Progress of Reform and Multiple Contexts of Influence. 

The findings reported in this paper are taken from the third phase of a multi-level examination of science and mathematics education reform in Michigan supported by the National Science Foundation (NSF) and known as the Michigan Statewide Systemic Initiative (MSSI). The third phase of the study seeks to learn what progress Michigan's teachers have made in understanding the reform ideas and putting them into practice in their classrooms. The questions that guide this study pertain to the nature of the science and mathematics curriculum taught in the state's public schools and how it is being taught, the reasons for the significant progress shown by some teachers toward the realization of the new standards for content and pedagogy, particular difficulties or obstacles with which those on the path to reform are struggling, and the suggestions implied by the data for reform-mined policy makers and professionals. Twelve teachers are profiled in the context of this study. Detailed information is provided within the paper about the results of classroom observations and interviews with these teachers. Contains 32 references. | [FULL TEXT]

Thompson, Isabelle (1996).  Competence and Critique in Technical Communication: A Qualitative Content Analysis of Journal Articles.  Journal of Business and Technical Communication, 10, 1. 

Uses qualitative content analysis to discuss current perspectives in technical communication pedagogy. Examines the 1990-94 issues of 5 major scholarly journals--totaling 563 articles--to identify 98 articles mentioning teaching in undergraduate technical communication courses. Classifies the articles into four pedagogical perspectives: (1) functional, (2) rhetorical, (3) ideological, and (4) intercultural and feminist.

Thompson, Jepkorir Rose-Chepyator; And Others (1994).  Multicultural Education: Culturally Responsive Teaching.  Journal of Physical Education. 

Teachers must understand their personal biases, their own cultures, and the biases and cultures of their students to help students develop the sensitivities to function in a diverse world. Four articles examine multicultural education, ethnicity, racism, and the development of culturally relevant pedagogy for teachers, highlighting physical education.

Thornton, Mark; And Others (1991).  The Money-Creation Model: An Alternative Pedagogy.  Journal of Economic Education, 22, 4. 

Presents a teaching model that is consistent with the traditional approach to demonstrating the expansion and contraction of the money supply. Suggests that the model provides a simple and convenient visual image of changes in the monetary system. Describes the model as juxtaposing the behavior of the moneyholding public with that of the commercial banks.

Thorpe, Mary, Ed.; And Others (1993).  Culture and Processes of Adult Learning: A Reader. Learning through Life 1. 

This book on the culture and processes of adult learning contains 16 papers organized into sections on power, purpose, and outcomes; adulthood and learning; and learners' experience and facilitating learning. The following papers are included: "'Really Useful Knowledge', 1790-1850" (Johnson); "Feminist Challenges to Curriculum Design" (Parsons); "Competency and the Pedagogy of Labour" (Field); "Chile, Santiago: Breaking the Culture of Silence" (Archer, Costello); "Unpaid Work in the Home and Accreditation" (Butler); "Education for Adults" (Squires); "Is There Any Way out of the Andragogy Morass?" (Davenport); "Adult Development" (Tennant); "The Process of Experiential Learning" (Kolb); "Access: Towards Education or Miseducation? Adults Imagine the Future" (Weil); "Black Students in Higher Education" (Rosen); "Teaching Learning: Redefining the Teacher's Role" (Gremmo, Abe); "Developing Learning Skills in Vocational Learning" (Downs); "The Interpersonal Relationship in the Facilitation of Learning" (Rogers); "The Utilization of Learning Objectives--A Behavioural Approach" (Curzon); and "What Is Skill and How Is It Acquired?" (Sloboda). Many papers contain substantial bibliographies. Also included are 25 tables/figures.

Thousand, Jacqueline; Diaz-Greenberg, Rosario; Nevin, Ann; Cardelle-Elawar, Maria; Beckett, Carol; Reese, Ruth (1999).  Perspectives on a Freirean Dialectic To Promote Inclusive Education.  Remedial and Special Education, 20, 6. 

Discussion of Paulo Friere's "critical pedagogy" focuses on this educational philosopher's emphasis on identifying and using each learner's life experiences in instruction. Critical pedagogy is applied to the empowerment of students with disabilities in inclusive educational settings.

Thralls, Charlotte; Blyler, Nancy Roundy (1993).  The Social Perspective and Pedagogy in Technical Communication.  Technical Communication Quarterly, 2, 3. 

Notes that as teachers integrate social theory into the technical communication classroom, they interpret the connection between writing and culture in different ways. Describes four social pedagogies of writing--the social constructionist, the ideologic, the social cognitive, and the paralogic hermeneutic--distinguishing them by their pedagogic aims and classroom practices. Discusses implications for teachers and technical communication programs.

Threadgold, Terry (1995).  Pedagogy, Psychoanalysis, Feminism.  Australian Universities' Review, 38, 2. 

A collection of diverse essays on the relationships between feminist issues, graduate study, and trends in psychoanalysis is reviewed. Issues discussed include male-oriented institutional organization, the relevance of the Freudian metaphor of family as a basis for examining relationships, and feminist pedagogy in Australia.

Thunder-McGuire, Steve (1997).  Working Papers in Art Education, 1996-1997. 

This collection of working papers in art education is comprised of manuscripts by graduate students presented at the National Art Education Conference. Papers in this issue reflect several educational settings and geographic areas. The 22 articles include: (1) "Symbolic Meanings in the Ghanaian Arts: A Step Towards Developing Cultural Literacy" (Robert Ayiku); (2) "Artistic Scanning as a Classroom Qualitative Research Activity" (Steve Elliot); (3) "Cross Cultural Interpretation and Valuing of Northwest Coast Art by Natives and Non-Native Americans" (Nancy Parks); (4) "A Feminist Study of African American Art in New Orleans: Considerations of Aesthetics, Art History and Art Criticism" (Harriet Walker); (5) "A World Community of Old Trees: An Ecology Art Project on the World Wide Web" (June Julian); (6) "A Feminist-Based Studio Art Critique: A Classroom Study" (Anne Burkhart); (7) "Designing a Collaborative Arts Program: Implications for Preservice Art Education" (Jan Fedorenko); (8) "Text, Discourse, Deconstruction and an Exploration of Self: A Disruptive Model for Postmodern Art Education" (Jane Gooding-Brown); (9) "Preparing Preservice Teachers to Work with Diverse Student Populations: Implications for Visual Arts Teacher Education" (Wanda B. Knight); (10) "A New Case for Clay: Multi-Dimensional High School Ceramics" (Billie Sessions); (11) "A Meta-Critical Analysis of Ceramics Criticism for Art Education: Toward an Interpretative Methodology" (Booker Stephen Carpenter, II); (12) "Teaching Art as Reasoned Perception: Aesthetic Knowing in Theory and Practice" (Richard Siegesmund); (13) "The Feminization of Physical Culture: The Introduction of Dance into the American University Curriculum" (Janice Ross); (14) "Of Hosts and Guests: Curricular Discourses at a Southeast Asian Cultural Village" (Cameron Graham); (15) "Hanging Emily: Issues in Art, Text and Education" (Karen Knutson); (16) "The Creative Process and the Making of a Virtual Environment Work of Art" (Dena Eber); (17) "Spatial Treatment in Children's Drawings: Why Do Japanese Children Draw in Particular Ways?" (Masami Toku); (18) "Conversation as Pedagogy in the Teaching of Art" (Jane Zander); (19) "Sharing the Mountain; Tabasaran Weaving Culture" (Lorraine Ross, '96); (20) "Color Shards and Carpets: Context in Dagestan" (Lorraine Ross, '97); (21) "Anton and Jay's Sports Trading Card Series: Embracing the Presence of Letters" (Lisa Schoenfielder); and (22) "Teaching Art Via Culture: Fictive Travel as a Learning Tool" (Erin Tapley). | [FULL TEXT]

Tibbitts, Felisa (1991).  The Courtship and Consequences of Liberalization: A Snapshot of Educational Restructuring in Central East Europe. 

Trends of educational change in (formerly) East Germany, Poland, Czechoslovakia, Hungary, and Bulgaria are examined as restructuring takes place during the establishment of democratic political processes. These trends are culled from over 50 onsite semistructured interviews in August 1990, as part of a longitudinal study to document educational reform in this region. The theoretical framework, definitions, and methodology of the study precede the discussion of patterns of change of restructuring efforts that fall into five broad themes. They are decentralizing of educational administration; democratization within the schools; pluralism in school reform; curricular reform; and increased choice for local educational stakeholders such as teachers, students, and parents. Six challenges are considered most pertinent to educational restructuring. They are bureaucratic inertia, resource and planning requirements, retraining/training teachers for new pedagogy and content, the search for a new national identity, building on previous educational reform, and trust in the government. The paper concludes with reflections on change patterns. | [FULL TEXT]

Tickoo, M. L. (1993).  Simplification: Theory and Application. Anthology Series 31. 

This collection of 14 articles look at the issues in theory and application that arise in the use of simplification in language pedagogy. Articles include the following: (1) "Simplification in Pedagogy" (Christopher Brumfit); (2) "Simplification" (H. V. George); (3) "Fossilization as Simplification?" (Larry Selinker); (4) "Modifications that Preserve Language and Content" (Michael H. Long and Steven Ross); (5) "Naturally Simplified Input, Comprehension, and Second Language Acquisition" (Rod Ellis); (6) "What's Simple in Simplified Language?" (Kenneth S. Goodman and David Freeman); (7) "Teaching Casual Conversation: The Issue of Simplification" (Diana Slade and Rod Gardner); (8) "Simply Defining: Constructing a Dictionary of Language Testing" (Alan Davies); (9) "Simplification in Student Writing" (A. Chandrasegaran); (10) "Responding to Task Difficulty: What Is Involved in Adjusting the Relationship Between Learners and Learning Experiences?" (John Honeyfield); (11) "Do Simplified Texts Simplify Language Comprehension for ESL Learners?" (Heather Lotherington-Woloszyn); (12) "Teaching and Learning Simplification Strategies in a Philippine Classroom: A Pilot Study" (Bonifacio P. Sibayan, Ma. Lourdes S. Batista, Andrew Gonzalez); (13) "Measuring Readiness for Simplified Material: A Test of the First 1,000 Words of English" (Paul Nation); (14) "Appendix: Simplification: A Viewpoint in Outline" (Makhan L. Tickoo). | [FULL TEXT]

Tickoo, Makhan L., Ed. (1991).  Languages & Standards: Issues, Attitudes, Case Studies. Anthology Series 26. 

This anthology on languages and standards was designed to serve two main purposes: (1) to provide an academic forum for linguistic scholars and language educators within and outside the region of Southeast Asia whose contributions would add substantially to an understanding of this important subject; and (2) to make relevant aspects of current knowledge and understanding available to language planners and practitioners in Southeast Asia. The seventeen papers included in this volume, the fourth in this series, bring together various viewpoints and several major schools of thought, and raise a number of issues for both policy planning and language education. Section titles are as follows: (1) "Issues in Theory and Pedagogy"; (2) "Issues in Implementation"; and (3) "English in the World: Issues and Atittudes." | [FULL TEXT]

Tierney, William G. (1992).  Official Encouragement, Institutional Discouragement: Minorities in Academe--The Native American Experience. Interpretive Perspectives on Education and Policy [Series]. 

American Indian students are among the most underrepresented groups in academe, and few of those who enter college finish. This book attempts to provide greater understanding of Native American experiences in higher education through analysis based on critical theory, focusing particularly on the recruitment and retention of Native Americans by postsecondary institutions. At least two stories are told about the challenges and obstacles that Native Americans face in college. The first story, told by traditional research, considers minority retention in higher education as a "problem" that has existed throughout academe's history. Traditional research, such as that of V. Tinto, focuses on student characteristics, the fit between student and institution, and the extent of student integration into the institution's academic and social life. In contrast, this book uses comparative case studies to provide multiple perspectives and to analyze the patterns of American Indian students' experience within the conceptual framework of critical ethnography. Over 200 interviews of students and staff were conducted at 10 postsecondary institutions (including 4 tribal colleges) with sizable Indian enrollments. The voices of Indian students speak of how the world of higher education appears to them, reflecting influences of family, culture, gender, and class on student experience. The final section analyzes the "culture of power" that exists in academe, discusses rituals of student empowerment, and offers suggestions for constructing alternative forms of authority and a culturally responsive pedagogy that empowers rather than disables. Appendix comments on methodology and praxis. Contains 157 references and author and subject indexes.

Tillman, Lisa M.; Bochner, Arthur P. (1995).  Seeing through Film: Cinema as Inquiry and Pedagogy. 

An undergraduate course at the University of South Florida called "Relationships on Film" treats movies as relationship texts to be "read" by active viewers. Through the semester, students engage film in two ways. First, they interpret films as response papers. Each week, students watch the assigned film outside of class. Then they select the relational issues they want to address, and write about what they find most evocative, interesting, or questionable. Second, students turn a reflexive eye onto themselves and ask what values and assumptions they use to interpret relationship experience. In other words, after students write about issues they select, they examine their analyses and consider such questions as, "How am I positioned as a viewer of this film?" or "What does my selection of these issues say about me?" These questions call students to examine critically their own structures of interpretation--their memories, their family traditions, their cultural Cairo," two films that affirm that people today live in what N. Denzin Cairo," 2 films that affirm that people today live in what N. Denzin calls "a cinematic society." These "movies about movies" suggest that film mediates identity and relationships in several ways. Ingmar Bergman's "Persona" and Woody Allen's "Zelig" engage students in questions of identity. "The Virginian,""Shane," and "Red River" raise questions about what Westerns value. And "Annie Hall" and "When Harry Met Sally" help students to look at romantic relationships. | [FULL TEXT]

Tingle, Nick (1991).  Returning to the Self Psychoanalytically.  Freshman English News, 19, 3. 

Discusses the importance (in Heinz Kohut's post-Freudian conception) of narcissism in postmodern pedagogy. Maintains that the affects (despair, depression, anger, joy) are the means by which students most fully understand the implications for their self-understanding of what they are being taught.

Tingle, Nick (1992).  Self and Liberatory Pedagogy: Transforming Narcissism.  Journal of Advanced Composition, 12, 1. 

Argues that liberatory pedagogy requires for its practical and pedagogical implementation a deeper understanding of the profound psychological responses it may invoke in students. Asserts that it is not enough to demonstrate that the thought of society is ideologically informed; students must rise to a critical self-consciousness.

Tinning, Richard (1991).  Teacher Education Pedagogy: Dominant Discourses and the Process of Problem Setting.  Journal of Teaching in Physical Education, 11, 1. 

Discusses pedagogy in physical education teacher education, noting its definition as a problem and some suggested solutions. The paper examines three pedagogies (performance, critical, and postmodern), claiming they are defined by different discourses, each one in response to problems that can be understood by analyzing the process of problem setting.

Tisdell, Elizabeth J. (1993).  Feminism and Adult Learning: Power, Pedagogy, and Praxis.  New Directions for Adult and Continuing Education. 

Two strands of feminist pedagogy are (1) the liberatory model, which examines structured power relations and systems of oppression, and (2) the gender model, dealing with women's socialization as nurturers. Adult education teaching strategies and learning environments may be based on aspects of these two models.

Tisdell, Elizabeth J. (1995).  Creating Inclusive Adult Learning Environments: Insights from Multicultural Education and Feminist Pedagogy. Information Series No. 361. 

The developing body of literature on multicultural concerns in adult education, on feminist theory, and on critical and feminist pedagogies provides insights for adult educators grappling with the complex issues surrounding the creation of inclusive learning environments. Educators must be aware of the politics of knowledge production and dissemination: what counts as knowledge, who is involved in its production, and their relative positions in the power structure are determinants of curricular and instructional decisions. They must also consider the effects of structural privilege and oppression in the learning environment. Studies of a variety of educational settings demonstrate how power dynamics based on the intersections of gender, race, and class determine whose ideas are valued, who speaks, and who remains silent in the adult classroom. The many kinds of feminism have developed numerous theories about power relations and social structures that inform feminist pedagogy. Recurring themes underlying feminist teaching strategies involve how knowledge is constructed, voice, authority, and dealing with difference. A synthesis of the psychologically oriented and liberatory models of feminist pedagogy yields insights for the creation of inclusive adult learning environments. Rather than prescribing approaches, these insights highlight issues and teaching practices that adult educators should consider in the quest to create democratic classrooms in which every voice can be heard. | [FULL TEXT]

Tisdell, Elizabeth J. (1998).  Poststructural Feminist Pedagogies: The Possibilities and Limitations of Feminist Emancipatory Adult Learning Theory and Practice.  Adult Education Quarterly, 48, 3. 

Compares theoretical underpinnings of three strands of feminist pedagogy--psychological, structural, and poststructural--in relation to four themes: knowledge construction, voice, authority, and positionality. Identifies five insights of feminist pedagogy: gender as category of analysis, gendered nature of experience, instructors' positionality, assumption that some learners have been more privileged, and deconstruction of binary pairs.

Titus, Dale (1996).  Teaching Democratic Values Which Balance Unity and Diversity in a Pluralistic Society. 

A research-based pedagogy which emphasizes shared democratic values holds promise for promoting unity while accommodating diversity in American society. This literature review explores the role of educators in instilling democratic values that are embodied in the "American Creed": freedom, equality, justice, and human dignity for all people. Once part of education in the United States in the early 20th century, character education later fell into decline. Recent research, however, indicates a revival of interest in teaching values and ethical behavior and in ways in which values are taught directly and indirectly in U.S. schools. Research has also revealed no direct link between values and behavior, suggesting that people do not always have the courage of their convictions and that behavior modification may be a better way to change behavior and influence values. Also, values education tends to center on elementary education rather than secondary schools. Data from educational research and from practical experience of professionals indicate that integrating democratic values into the curriculum can reduce student prejudice, promote positive student attitudes toward diversity, and increase tolerance. Thirteen strategies for inculcating democratic values are recommended. | [FULL TEXT]

Titus, Dale (1997).  Balancing Unity and Diversity; A Pedagogy of the American Creed. 

This paper reviews relevant literature to glean lessons from past experience with values education in American schools that can be applied effectively in contemporary classrooms. The paper proposes that, through the judicious application of research, effective strategies can be integrated effectively into educational programs to teach tolerance, respect, and appreciation for diversity. Character education was part of the educational program of most American schools in the early the 20th century, though it had disappeared by the 1950s. A revival of character education during the 1960s focused on two morally neutral programs--values clarification and moral reasoning. Research into the effectiveness of both programs indicates that they had some effect on student thinking but not on student behavior. Recent revival of interest in teaching values and character education focuses on core citizenship values from the perspective of both student and teacher. It appears too that character education is more effective at the elementary than at the secondary level and that democratic values are taught through process as much as content. Finally, 13 effective strategies for teaching democratic values are suggested, including: educate the whole person by focusing on student knowledge, behavior, and feelings; communicate clear, consistent, sincere, high expectation for all students; be a good role model through positive personal example; and involve peers, parents, and community. | [FULL TEXT]

Tobias, Sheila (1990).  They're Not Dumb, They're Different--Stalking the Second Tier. 

To solve the twin problems of a projected shortfall of science workers and general science illiteracy in the United States, many educators have proposed a massive restructuring of the curriculum and pedagogy of elementary and secondary school science. This resarch suggests that science eudcators focus on such issues as course design, teaching and curriculum as well as on recruitment, rewards, and opportunities in science. The goal would be to attract that group of able students who can do science, but select other options dubbed the "second tier." By getting to know these students and finding ways to reverse their migration from science to other disciplines, it should be possible to stem the massive loss of potential science workers that occurs during the college years. To explain reasons for this "second tier" students, six nonscience graduate students and one professor were paid to seriously audit for one semester an introductory physics or chemistry course. Each participant kept a record of his or her reactions to the course (e.g., comments about an instructor's approach, content of course, etc.). To determine if these accounts were typical, data from the "Concentration Choice Study 1978-1983" of 300 Harvard-Radcliffe students were studied. The study focused particularly on male-female differences and science-nonscience predictors. Analysis of the interview data revealed that for both men and women, enjoying a science course more than all other freshmen courses was a significant predictor of their decision to major in science. A final synthesis of the research findings of these studies is provided.

Tobias, Sheila (1997).  Some Recent Developments in Teacher Education in Mathematics and Science: A Review and Commentary. Occasional Paper. 

Teacher preparation in science and mathematics will be best served by improvements both in the pedagogy and content of the undergraduate science and mathematics courses required of future teachers and in the reform of required science and mathematics methods courses. In a review of the history and politics of teacher education, the paper underscores the twin goals of achieving program coherence and higher standards. It compares the place of mathematics education in mathematics departments with that of science education in science departments and recommends the replacement of bare bones methods courses with those combining pedagogy and content.   | [FULL TEXT]

Tobin, Joseph (1995).  The Irony of Self-Expression.  American Journal of Education, 103, 3. 

Argues that the pedagogy of self-expression is conceptually confused and internally inconsistent, insensitive to class and cultural differences within American society, and a symptom of the malady of postmodern emptiness. The author uses fieldwork vignettes to introduce a Japanese approach to dealing with children's expressions of feelings. Implications for practice are discussed.

Tochon, Francois Victor (1999).  Myths in Teacher Education: Towards Reflectivity.  Pedagogy. 

Discusses three trends in teacher education: mastery learning; strategic teaching; and narrative awakening, analyzing them by deconstructing their discourse and looking for inner contradictions. The article explains how mass educational concepts, even positive ones, can stifle individual growth, responsibility, and difference, and it discusses the future of reflective trends in teacher education.

Tochon, Francois, V. (1991).  Entre didactique et pedagogie: Epistemologie de l'espace/temps strategique (Between Instruction and Pedagogie: The Epistemology of Strategic Time/Space).  Journal of Educational Thought/Revue de la Pensee Educative, 25, 2. 

Analyzes the components of teaching, envisioning a strategic moment when instruction and pedagogy merge. Examines the way in which transformations of knowledge could be represented according to recent trends in artificial intelligence.

Todd, Sharon (1995).  Curriculum Theory as In(ter)vention: Irigaray and the Gesture. 

This paper explores Luce Irigaray's analysis of gesture in the "praticable" and considers resonances and dissonances between the analytical/conference scene and the pedagogical exchange. Irigaray is a French language philosopher, linguist, and psychoanalyst who uses the French term "praticable" of psychoanalytic practice to mean the conventions and gestures which mark the psychoanalytic setting. The paper attempts to encourage questioning the relation between psychoanalysis and pedagogy, and suggests specific connections that might refocus what is done in writing curriculum theory. Ultimately, the paper argues, curriculum theorizing can be rendered as an in(ter)vention. That is, as it intervenes strategically to transform the pedagogical scene it simultaneously invents new modes of social relations, discourse, and thought. The argument is constructed to suggest that intervention is imbricated with birth, with passageways, and with invention and the importance of curriculum theory's relation to the gesture in pedagogy. The first section of the paper deals with Irigaray's analysis of the practicable and the gesture and identifies three aspects of the gesture: the geography of the pedagogical encounter, the transference, and the theory practice relationship. The second section connects these aspects to pedagogy and curriculum theorizing. | [FULL TEXT]

Tom, Alan R. (1998).  Three Fanciful Recommendations for Teacher Education.  Teacher Education Quarterly, 25, 4. 

Introduces three fanciful recommendations for improving teacher education. They include closing the largest teacher education programs, eliminating courses (which create fragmentation), and refusing to detach pedagogy from content. The paper discusses ways that it might be possible to accomplish such goals.

Tomei, Lawrence A. (1997).  Instructional Technology: Pedagogy for the Future.  T.H.E. Journal, 25, 5. 

Examines three learning models and proposes matching the most popular technologies to the best classroom practices. Paradigm One plots the most effective information technologies (ITs) for proponents of active learning and teachers with independent student thinkers; Paradigm Two reveals productive uses of ITs for teacher-centered and student-centered environments; Paradigm Three focuses on IT and lifelong learning. Includes glossary.

Tompkins, Jane (1990).  Pedagogy of the Distressed.  College English, 52, 6. 

Identifies a teaching method which calls upon students to prepare and present lessons for most of the semester. Notes that the technique allows the instructor to derive more enjoyment from teaching and spend less time preparing lessons. Describes application of the method in a "Feminist Theory in the Humanities" course.

Tompkins, Phillip K.; Wanca-Thibault, Maryanne (1998).  Speaking Like a Man (and a Woman) about Organizational Communication: Feminization and Feminism as a Recognizable Voice.  Management Communication Quarterly, 11, 4. 

Traces the historical origins of the feminist perspective in the organizational communication field. Finds that the feminist consciousness is still under construction and struggling for recognition. Gives an overview of "feminisms" in organizational communication and critiques feminist theorizing and pedagogy.

Tong, Douglas M. (1999).  Sequencing and Grading in Task-Based Syllabus Design: The State of the Art. 

This review examined the sequencing and grading of tasks in English-as-a-Second-Language (ESL) task-based learning pedagogy. Recent research on task-based learning has focused on cognition and the role that cognitive processes play in determining the ease or difficulty of any particular task. It is argued that an understanding of the effects on the learner of task properties such as cognitive load, task complexity, code complexity, and demands on attentional resources will help alert teachers and syllabus designers to the relative ease or difficulty that a task represents for the learner. This understanding will in turn make it easier for the teacher or syllabus designer to construct appropriate graded learning experiences for the ESL learner. The purpose of this research was to ascertain whether this focus on cognition is a new and significant development in task-based learning pedagogy or an updated argument to solidify prior theoretical positions in the debate on the purpose of task-based learning. It is concluded that analyses of recent studies and proposals for task-based learning suggesting that task-based learning methodology should adopt a more systematic learning approach is not adequately supported by evidence. | [FULL TEXT]

Torok, Andrew G. (1999).  Indexing and Metatag Schemes for Web-Based Information Retrieval. 

This paper reviews indexing theory and suggests that information retrieval can be significantly improved by applying basic indexing criteria. Indexing practices are described, including the three main types of indexes: pre-coordinate, post-coordinate, and variants of both. Design features of indexes are summarized, including accuracy, consistency, exhaustivity, and specificity. World Wide Web-based indexing is addressed, focusing on the use of meta tags. Two meta tag schemes currently in use, XML (eXtensible Markup Language) and the Dublin Core Metadata set, are discussed as a means for implementing indexing theory for Web-based documents. A project using the Dublin Core in support of a survey class in educational practice and pedagogy at Northern Illinois University is presented. | [FULL TEXT]

Torres, Rosa Maria (1994).  Literacy for All: Twelve Paths to Move Ahead.  Convergence, 27, 4. 

Twelve literacy goals include new attitude toward illiteracy; clarification of the concept; articulated child-adult strategy; attention to women's needs; updating the field; attention to pedagogy; a literate environment; quality; better data; attention to preschool literacy; literacy in the context of basic education; and international cooperation and national consensus.

Tozer, Steven, Ed.; Anderson, Thomas H., Ed.; Armbruster, Bonnie B., Ed. (1990).  Foundational Studies in Teacher Education: A Reexamination. Special Issues from the Teachers College Record. 

This collection of essays focuses on the role of psychological and cultural foundations in teacher education. Following an introduction by the editors, the 12 essays are as follows: "Reconnecting Foundations to the Substance of Teacher Education" (Lee S. Shulman); "A Reconceptualization of Educational Foundations" (Jonas F. Soltis); "Educational Psychology as a Foundation in Teacher Education: Reforming an Old Notion" (Penelope L. Peterson, Christopher M. Clark, and W. Patrick Dickson); "Classroom Knowledge as a Foundation for Teaching" (Walter Doyle); "Race and Ethnicity in the Teacher Education Curriculum" (William Trent); "The Role of History in the Education of Teachers" (Paul C. Violas); "Examining Gender as a Foundation within Foundational Studies" (Glorianne M. Leck);"Some Maxims for Learning and Instruction" (Richard C. Anderson and Bonnie B. Armbruster); "Motivation: What Teachers Need To Know" (Carole A. Ames); "Essentials of Student Assessment: From Accountability to Instructional Aid" (Robert L. Linn); "Inside the Classroom: Social Vision and Critical Pedagogy" (William Bigelow); and "Case Studies--Why and How" (Harry S. Broudy).

Trachtman, Roberta (1991).  Early Childhood Education and Child Care: Issues of At-Risk Children and Families.  Urban Education, 26, 1. 

Reviews government and private sector programs which have aided in the care and education of preschool children. Given the projected increase in families headed by single working mothers, more funding and better planning should be directed toward such programs.

Trageton, Arne (1994).  Workshop Pedagogy--From Concrete to Abstract.  Reading Teacher, 47, 4. 

Discusses the language learning in "Workshop Pedagogy," an approach used in primary classrooms in Norway and Sweden, in which the instructional sequence and class activities move from the concrete toward the more abstract with concrete expressions given more attention.

Trail, George Y. (1995).  Teaching Argument and the Rhetoric of Orwell's "Politics and the English Language."  College English, 57, 5. 

Proposes that writing teachers are in need of a set of principles that would be useful in the teaching of argument or persuasive writing. Argues that behind the pedagogy of most existing approaches to argument lies a set of assumptions concerning audience, authorial intention, and evaluation that are ultimately damaging to the writing enterprise.

Trapedo-Dworsky, Madeleine; Cole, Ardra L. (1996).  Teaching as Autobiography: Connecting the Personal and the Professional in the Academy. 

This paper analyzes the teaching practice of one of the authors and articulates the role of such reflexive analysis in the practice of professors of teacher education. The study extends the recommendation that teachers reflect on their practice to include the relationship between personal educational experiences of teacher educators and their practice as professionals. Elements of the teacher's life and work were explored in relation to three themes which link her pedagogy with her personal history: the role of context in facilitating educative experiences; self-directed and shared responsibility for learning; and perspectives on knowing, teaching, and learning. This descriptive exploration provides the context for a discussion of some issues and dilemmas faced by teacher educator-researchers who engage in autobiographical, self-study research. The dual role of self-study as a form of professional development and as a research vehicle for enhancing understanding of university teacher educators and their work is considered. | [FULL TEXT]

Trend, David (1995).  The Crisis of Meaning in Culture and Education. Pedagogy and Cultural Practice. 

Investigating what is viewed as an inseparable link between culture and politics, this book analyzes how many notions of patriotism, citizenship, community, and family are communicated within specific public and private institutions. The volume extends the meaning and purpose of pedagogy as a cultural practice outside the classroom, focusing on political activism in education, the mass media, and the art world. The chapters in volume 3 are: (1) "The Crisis of Meaning in Culture and Education"; (2) "What's in a Name? National Identity and Media Literacy"; (3) "Ordinary People: Material Culture and the Everyday"; (4) "A Change of Address: Homelessness and the Politics of Voice"; (5) "Look Who's Talking: Contested Narratives of Family Life";(6) "Read My Lips: Bureaucratic Rhetoric and Narrative Authority"; (7) "The Color of Money: Cultural Policy and the Public Interest"; (8) "Rethinking Media Activism: Why the Left Is Losing the Culture War"; and (9) "Pedagogy and Ethics: Notes for a Radical Democracy."

Trott, David C. (1991).  Anthrogogy. 

Confusion and concern about the use of the term "andragogy" generated the question, "Is there a generic set of principles that guide lifelong learning?" The term "anthrogogy" (anthro = human) was created to name the way out of the confusion. To identify the assumptions that constitute anthrogogy and illustrate their relationship with pedagogical and andragogical assumptions, a table modeled after Knowles' (1975) "Learning Resource A" was constructed. This table illustrated the following: (1) the anthrogogical concept of learning is identified as being lifelong; (2) the learner is conceived as being interdependent; (3) the learner's experiences are connected and stretched with new knowledge, experiences, and critical thinking; (4) motivation for learning is survival; and (5) the anthrogogical orientation to learning is holistic. "Gogymania" (Courtenay and Stevenson, 1983) was a resounding call to turn the pedagogy/andragogy debate away from theory building and return to building sound teaching practices. Freire (1970) and Knowles (1975) suggested specific approaches for grounding their theories in practice. A symbol to represent anthrogogy was developed, and the dimensions of a humanistic systems teaching model were identified. The model's seven dimensions are as follows: the student, learning groups, systems thinking, vision, direction and pathways, evaluation, and the teacher. (29 references)

Trotter, Andrew (1994).  Pogrow's Next Act.  Executive Educator, 16, 6. 

According to Stanley Pogrow, creator of HOTS program to teach disadvantaged students higher order thinking skills, strong curriculum and pedagogy should accompany every technological marvel. Pogrow believes education departments let schools down by producing philosophy, rather than tools teachers need. His next invention is SuperMath, which will use computers to create learning environment for practicing higher order math skills.

Truper, Matthias; Hustedde, Michael (1990).  Geography Education in West German High Schools: Do Four Years Make a Difference?  Journal of Geography, 89, 3. 

Presents an overview of geography as taught in West German public schools that is intended to stimulate discussion among U.S. geography teachers. Focuses on the mandatory programs in secondary education. Argues that strengthened geography programs depend on educators' understanding of sound geography content and pedagogy.

Trzyna, Gina DeBlase; Miller, Suzanne (1997).  A Case Study of Learning in an Integrated Literature-History Class: Personal Narrative, Critical Reflection, and Kris's Way of Knowing. Report Series 7.10. 

Developing students' ability to use multicultural perspectives and knowledge to think about literature, history, and society is emerging as an important part of a pluralistic approach to education. In New York State, an ethnographic study was conducted over 2 school years by a pair of English and social studies teachers with pluralistic goals for curriculum and pedagogy; a case study of one female student was embedded within the study. The interdisciplinary classroom context evolved into a democratic classroom culture where difference became valued. Reading texts from different cultural perspectives, engaging in open-forum discussion and writing, and participating in other dialectical activities fostered student awareness of the multiple, sometimes conflicting languages for understanding texts and social issues. Participation in the class influenced individual students differently in their response or resistance. The female student in the case study moved from a profound silence that she told the class came from being abused as a child, to an anger toward social injustice and apathy, to attempts to understand the causes/effects of injustice, and finally, to recognition of herself as an agent of social change. Her personal engagement-involvement with literature and biographical stories prompted deep emotional awareness which energized her transformation as seen in her discussion and writing--a story which comes out as she engages in the critically reflective dialogues of the class, discovers the power of her own voice, and creates a connected way of knowing. | [FULL TEXT]

Tuan, Hsiao-Lin (1991).  The Influence of Preservice Secondary Science Teachers' Beliefs about Science and Pedagogy on Their Planning and Teaching. 

Research on teacher education has been shifting from the emphasis on changing teachers' behaviors to investigating how teachers' mental thinking influences their teaching behaviors. Teachers' beliefs and planning are two important components among teacher thinking research. The purposes of this study are to uncover preservice secondary science teachers' beliefs about science and pedagogy and to investigate how preservice science teachers' beliefs about science and pedagogy influence their planning and teaching. This study used qualitative methods such as participation observation, field notes and in-depth interviews. Topics discussed in the interviews included the ways informants planned their lessons, the considerations during their planning, the resources they used in planning, and the reflection on their teaching performance. An open-coding system was generated to analyze data and the data were categorized. The study suggests that although so many preservice teachers articulate similar bliefs, their underlying context may be quite different. Therefore, the best way for science educators to introduce learning theories to their students is for them to explain what they mean by providing substantial reasoning for their responses. Self-reflection on one's action could help these preservice teachers to be aware of their own thinking and performance. | [FULL TEXT]

Tuan, Hsiao-lin; And Others (1995).  A Case Study of Pre-Service Chemistry Teachers' Pedagogical Content Knowledge Development. 

The goals of secondary preservice science teacher education are to prepare future science teachers with competency in both science content knowledge and science teaching ability. The study reported in this paper investigated the development of pedagogical content knowledge of three preservice chemistry teachers in Taiwan during one year of a practicum course. Qualitative ways of collecting data included semi-structured interviews before and after each teaching experience, classroom observation, and assignment collection. Interview questions addressed subjects' views of chemistry and the topics they taught, ways of transmitting content knowledge to students, and their views on general pedagogy. Results indicate that after experiencing one year of the practicum course preservice chemistry teachers' views of chemistry became simplified but their knowledge of teaching became more complicated and focused more on students' characteristics and learning styles than before. During the year the preservice teachers gained an awareness of the importance of pedagogical content knowledge in improving their future science teaching. Factors influencing preservice chemistry teachers' pedagogical content knowledge development were their preference, reflection ability, and deprived teaching repertoire. Suggestions for science teacher education are discussed. Contains 19 references.  | [FULL TEXT]

Tuan, Hsiao-lin; Chin, Chi-Chin (1999).  What Can Inservice Taiwanese Science Teachers Learn and Teach about the Nature of Science? 

The purpose of this study was to investigate aspects of the Nature of Science (NOS) concepts and teaching practices acquired by inservice teachers who participated in a teacher education program at the National Changhua University of Education in Taiwan. Two instructors used both case-history and demonstration approaches to help science teachers understand NOS concepts and model teaching practices. A questionnaire, Understanding of the Nature of Science Scale (Chinese version), was administered before and after the course. In addition, weekly group discussion reports, teachers' reflective journals, and the instructors' logs were collected during the course processing. Findings revealed that the inservice teachers were impressed by the subjective nature of generating scientific knowledge, and the human nature of the scientists. Thus, the teachers' conceptions of the NOS relative to the subjective and tentative nature of scientific knowledge were changed dramatically as a result of the course. Relative to pedagogy, the teachers indicated a preference for providing concrete activities in the context of group work in order to guide students' understanding of the social negotiation processes and inquiry aspects of the NOS. Factors which influenced the teachers' conceptions of the NOS included their image of scientists and their understandings of the nature of scientific inquiry. The science teachers' views of teaching the NOS were reinforced by their new conceptions of the NOS, by other methods courses, and by the teaching methods used by the instructors in the NOS course. Contains 26 references. | [FULL TEXT]

Tuman, Myron C. (1992).  Word Perfect: Literacy in the Computer Age. 

Elaborating on Emile Durkheim's claim that major debates about pedagogy are always an indicator of underlying social change, this book charts the enormous impact computers are having on how people read and write, how reading and writing are taught, and how literacy is defined. The larger concern of the book is how technology generally affects not just specific language practices and policies but the most basic understanding of what it means to be literate or to be educated--even to think. Although couched as a critical analysis, the book can be seen as a narrative recounting the struggle between two opposing models of reading and writing: the still dominant model of print literacy; and the emerging model of "online" literacy connected to video display terminals and the rise of information technology. Chapters in the book are: (1) Two Literacies; (2) The Technology of Print; (3) The New Reading; (4) The New Writing; and (5) Imagining the Future. Contains 275 references.

Turner, John E. (1990).  A Perspective on Marketing Teacher Education.  [Marketing Education Focus] 

This document presents a model for program planning and decision making for teacher education in marketing and discusses teacher education policy in the context of the model. The first section explains the document's background and perspective. The second section places marketing teacher education in the context of a larger marketing education program at the university level. The third section explains the model, the components of which are: (1) the philosophy and mission of marketing teacher education; (2) role objectives (for the educated person, classroom instructor, curriculum planner and instructional planner, coordinator of cooperative program, youth organizer, consultant or trainer, and program planning and management); (3) ingredient mix (prerequisites, general studies, discipline content, pedagogy and andragogy, occupational experience, and education field experience); (4) environmental screens (university structure and politics, external political and legislative mandates, job market, client availability, state certification requirements, professional standing for marketing technical education, and psychology of education); (5) program level (master's degree program, fifth-year add-on program, and baccalaureate program); (6) the educated person and teacher; and (7) secondary school marketing programs. The section also contains a table listing basic tenets for change in secondary marketing education and another table listing tenets for change in marketing teacher education. The document concludes with a 17-item bibliography.

TuSmith, Bonnie (1996).  The Englishes of Ethnic Folk: From Home Talkin' to Testifyin' Art.  College English, 58, 1. 

Argues that nonstandard dialect literature deserves more attention than it is currently getting in the classroom, even if this means additional skills on the part of teachers and students. Introduces some issues of multicultural pedagogy based on the author's experience of teaching Alice Walker's "Nineteen Fifty-Five."

Tyson, Harriet (1994).  Who Will Teach the Children? Progress and Resistance in Teacher Education. First Edition. 

The 12 chapters in this book argue that: (1) in the most successful colleges, preservice teachers learn how to convey knowledge to students while they themselves are acquiring that knowledge; and (2) the best teacher training is a synthesis of content and pedagogy, and of theory and practice, throughout college and beyond certification. Chapter 1, "The Subject Matters, but the Academics Just Don't Get It," explores the poverty of both curriculum and teaching in most undergraduate arts and science courses. Chapters 2 through 7 in "Part One: New Ideas in Teacher Education" portray teacher education programs in five schools of education and in one entire state system noted for serious reform efforts. Chapter 8 envisages an ideal program drawn from the preceding portraits. "Part 2: Obstacles to Reform" discusses institutional restraints on reform. In chapter 9, working conditions for teachers and barriers to good teaching are explored. Chapter 10 shows why states don't do the job they are presumed to do--protect the public from unqualified teachers. "Part 3: Prospects for the Future" assesses chances for reform of teacher education and teaching. Chapter 11 examines whether American business really wants reform and is willing to pay for it, and barricades to reform thrown up by institutions, teacher unions, government bodies, politicians, and society. Chapter 12 foresees an inevitable reform of teacher education and teaching brought about by such things as continued pressure on teachers to improve educational outcomes, better-educated more assertive teachers, and a decline in the size of school bureaucracies.