Pedagogy | V

Vadaparty, K.; And Others (1994).  On the Design and Development of Pedagogy-First CAI Tools for CS Education. 

This paper presents the implications of an ongoing project on the design and development of multimedia instructional material for teaching and learning computer science topics at both graduate and undergraduate levels. Important pedagogical requirements that CAI software should satisfy include: (1) animation of the changes in tree topologies; (2) coordination of the text of the algorithm, the explanation of what is happening at the current step and the interactive animation; (3) superimposition of meta-algorithmic information; (4) presentation of dynamic examples; (5) the ability to create dynamic quizzes; and (6) augmenting data structures with procedures. Subject matter is divided into themes, as in traditional classroom instruction, and the software is developed for each of these themes. The current theme is tree data structures, such as binary trees, red-black trees, and 2-3 trees. The tools are intended to relieve students of the burden of visualizing the data structures and to enable teachers to concentrate more on the principles behind the data structures than on the mechanical operations. | [FULL TEXT]

Valdes, Guadalupe (1999).  Nonnative English Speakers: Language Bigotry in English Mainstream Classrooms.  ADFL Bulletin, 31, 1. 

Examines and discusses ways in which both subtle and blatant bigotry toward nonnative speakers of English is present in English departments. Illustrates how unfounded and inaccurate beliefs about English language proficiency create a hostile climate for a new population of students.

van der Leeden, Katrin (1996).  Fremde und Exil: Paul Zech in Argentinien und Henry Kreisel in Kanada (Foreignness and Exile: Paul Zech in Argentina and Henry Kreisel in Canada).  Unterrichtspraxis/Teaching German, 29, 1. 

For teachers of German as a foreign language it's especially important to provide a new point of access to one's own world through the "view from the outside" and simultaneously to understand the foreign (learner) culture. Analysis of different life paths of Paul Zech (1881-1946) in Argentina and Henry Kreisel (1922-1991) in Canada makes this possible and should lead to a new pedagogy of understanding.

Van Galen, Jane, Ed.; Pitman, Mary Anne, Ed. (1991).  Home Schooling: Political, Historical, and Pedagogical Perspectives. Social and Policy Issues in Education: The University of Cincinnati Series. 

Although their perspectives differ, this volume's contributors agree that the home schooling movement offers an intriguing critique of traditional education. While nationally publicized school improvement measures call for increased bureaucratization, professionalism, and standardization, a growing number of families are choosing to forego traditional schooling altogether. This volume places these families' experiences within the broader framework of current debates over pedagogy, the organization and control of schooling, and the feasibility of pluralism in the common school. The first section, which contains chapters 1-4, concentrates on the parents and children learning at home. The first chapter summarizes home schooling demographics, and the second chapter treats home-schooled children's academic and social development. The next chapter presents qualitative vignettes of different home schooling populations--the ideologues and the pedagogues. Chapter 4 analyzes day-to-day interactions of children and adults in home schools. Part II, which contains chapters 5-8, discusses the significance of the home schooling movement. Chapter 5 analyzes trends in state regulation against the backdrop of increased parental choice in education. Chapter 6 critiques the individualist philosophy underlying home education and decries the loss of social reform through public schooling. Chapter 7 attributes this loss of faith in the secular mission of public schooling to the changing relationships among family, state, and school. The final chapter offers a comprehensive analysis of home schooling litigation and of constitutional challenges to state compulsory attendance statutes. Recommendations for policymakers are provided, along with extensive chapter references and an index.

van Gent, Bastiaan (1997).  Lessons in Beauty: Art and Adult Education. Studies in Pedagogy, Andragogy, and Gerontagogy, Volume 35. 

This book explores the connections between art and education and, specifically, the links among the art of painting, the training of artists, and the education of adults. Five chapters discuss moralization, professionalization, aestheticization, musealization, and indoctrination. "Instruction and Diversion: Moral Lessons in Dutch Art" concentrates on the ethical education of adults with the help of techniques that belong to the world of the visual arts. "Painters and Andragogues: Two Cases of Professionalization" focuses on the vocational training of painters. "Art to the People: Ruskin and Morris in the Netherlands" discusses the following the social, cultural, and educational climate in Great Britain after the Industrial Revolution; the ideas and activities of Ruskin and Morris; and their influence on leading figures in the multifaceted area of Dutch popular education. "The Museum as Educator of Adults: Commercial Success and Social Failure" examines the past of museums and results of museum education in the Netherlands. "A Genealogy of Cultural Education: In Search of Discipline" covers the following topics: successive practices with regard to a broadly defined "cultural education" of adults; how two processes of professionalization took place, one in the field of strict "art education," the other in the wider area of "sociocultural work;" and the search for links between art and discipline using quotations from "discursive networks" closely connected with the past of Dutch cultural education. The book contains 304 references.

Van Manen, Max; Levering, Bas (1996).  Childhood's Secrets: Intimacy, Privacy, and the Self Reconsidered. 

The prevailing view of secrets as undesirable or unhealthy is challenged in this exploration of the meaning and significance of secrecy. As a crucial dimension of human development, secrets lead to a child's awareness of inner space and external worlds. This in turn leads to the development of a sense of self, personal responsibility, autonomy, and intimacy in human relations. Numerous accounts of everyday experiences with secrecy are presented which challenge assumptions about the ethics of silence, privacy, reserve, and lying. Chapters are: (1) The Question of Secrecy; (2) Modes of Secrecy; (3) How Do We Experience Secrecy?; (4) Secrecy in Fiction; (5) Where Do Secrecy and Privacy Come From?; (6) Differences Between Secrecy and Privacy; (7) The Physiognomy of Secrecy; (8) Secrecy and the Origin of Identity; (9) The Development of Inwardness; (10) Secrecy and Postmodern Culture; (11) Lying and Secrecy; (12) The Childhood of Secrecy; (13) Guilt, Shame, and Embarrassment; and (14) The Pedagogy of Secrecy. While revealing the pervasiveness of secrets in human life, this book explores the ways in which teachers and parents can give the experience of secrecy the opportunity to bring meaningfulness to the lives and relationships of children. Contains a Notes section, 96 references, and an index.

Vandenberg, Donald (1990).  Education as a Human Right. A Theory of Curriculum and Pedagogy. Advances in Contemporary Educational Thought, Volume 6. 

This book develops and presents a theory of the curriculum and pedagogy for common, general education. Part 1 inquires into how people can know values and obligations and how this knowledge should affect education. In an analysis of the moral crisis, the book seeks a resolution by examining the great ethical theories of modern times. Each theory is related to the hidden curriculum because basic value and moral sensibility develop through the way classrooms are run. These perspectives are synthesized in the human-rights ethics of chapter 4. The synthesis is applied in chapter 5 to the curriculum and pedagogy in order to respond educationally to the moral crisis. The synthesis also provides a justification for the claim that education is a human right. Part 2 deconstructs the nihilism of the major Western theories of education in order to ascertain what knowledge belongs in the curriculum when education is considered to be a human right. It extracts the aspects of theories that contribute to an understanding of the role knowledge should play in human existence. The aspects are synthesized in chapter 9 to identify the main content of the curriculum that is everyone's human right. The synthesis is applied to pedagogy in chapter 10 to respond to the intellectual crisis.

Vandenberg, Peter; Morrow, Colette (1994).  Intertextuality or Intratextuality? Rethinking Discourse Community Pedagogy.  Writing Instructor, 14, 1. 

States that composition studies cannot agree upon a common nomenclature for categorization of methodologies. Claims that discrete institutional communities can be defined and that the standard discursive practices and values of such communities function in a pattern of exclusion. Suggests that pedagogies reified from discourse community theory prepare students to "maintain the systems that ... oppress them and us."

Vandrick, Stephanie (1994).  Feminist Pedagogy and ESL.  College ESL, 4, 2. 

Overviews the field of feminist pedagogy, its predominant elements, and some pointers toward further reading. The purpose of this article is to raise the consciousness of English-as-a-Second-Language professionals about feminist issues and to provoke further research about ways in which theories and practices of feminist pedagogy can be applied in ESL teaching situations. (89 references)

Vandrick, Stephanie (1995).  Privileged ESL University Students.  TESOL Quarterly, 29, 2. 

Discusses the role of class and privilege in the education of English-as-a-Second-Language (ESL) international students in the United States, focusing on the application of critical pedagogy to empower students from lower socioeconomic backgrounds and raise the social consciousness of students from higher socioeconomic backgrounds.

VanTassel-Baska, Joyce (1998).  Planning Science Programs for High Ability Learners. ERIC Digest E546. 

This digest addresses principles of planning science programs for high ability learners. It notes various evaluation reports that have reviewed needs in science learning and teaching, identified essential science concepts and processes, and evaluated teacher enhancement programs and curricula. Research on gifted learners in science is briefly reviewed, noting the effectiveness of accelerated courses for groups of students with high science aptitudes and the value of problem-based learning in teaching science to this population. The digest identifies the following important elements of a science curriculum for gifted students: an emphasis on learning concepts; an emphasis on higher level thinking; an emphasis on inquiry, especially problem-based learning; an emphasis on the use of technology as a learning tool; and an emphasis on learning the scientific process by using experimental design procedures. Teachers are urged to consider the following approaches to science curriculum reform: (1) selection of modular materials rather than basals for classroom use; (2) training of teachers in content-based pedagogy; and (3) employment of curriculum monitoring processes in schools. The Curriculum Reform Classroom Indicators checklist is attached. | [FULL TEXT]

Varnum, Robin (1996).  Fencing with Words: A History of Writing Instruction at Amherst College during the Era of Theodore Baird, 1938-1966. Refiguring English Studies Series. 

Citing the revolutionary ideas that Theodore Baird brought to his freshman composition classes at Amherst College (Massachusetts)--ideas such as requiring students to write often and from experience--this book examines the innovative work and groundbreaking ideas of Baird and his staff. The book focuses on Baird's pedagogy and his belief in a connection between self-knowledge and writing. The book considers the influence of the social and political forces outside the classroom on what happened in class--forces that existed within the larger institution of Amherst College as well as national and international forces related to World War II, the Cold War, and the civil unrest of the 1960s. Unlike much historical scholarship in composition (based mostly on composition textbooks), the book encompasses a wide range of materials, such as course descriptions, student papers, staff memoranda, and teacher and student recollections to form conclusions. Through this examination of one writing course, the book paints a complex picture of a fascinating period of social, cultural, and academic change in the United States. Each chapter contains notes. Appended are a description of English 1-2, English 1 assignments for fall 1946, an exchange of letters, and selected student papers. Contains 101 references. | [FULL TEXT]

Vavrus, Michael; And Others (1996).  An Analysis of a School District's Multicultural/Non-Sexist Policy: Implications for Classroom Practices and Pedagogy. 

This study investigated the success of the Dubuque Community School District (Iowa) in meeting its policy goal for equity and diversity through related policies and practices for staff development, curriculum development, and site-based school initiatives. A survey instrument was developed and pilot tested in collaboration with teachers, administrators, community members, and college researchers and was correlated to measure the intervention of 32 hours of staff development through workshops in diversity and student achievement. The 594 teachers employed by the district completed the survey in November 1995, and an additional random sample responded to an open-ended questionnaire during the spring of 1996. All 48 dependent variables showed significant growth in the multicultural attitudes and behaviors of the district, the schools, and the teachers. Even teachers who expressed resentment about the staff development activities acknowledged the positive effect it had in their approach to instruction. The results of the study suggested correlating site-based school reports more closely with the policies and desired practices in order to render more reliable data for policy decision making. The study also indicated that closer collaboration between preservice teacher education programs and school districts may reduce the beginning teachers' knowledge deficiencies in multicultural concepts and practices. Four appendixes contain: two samples of inservice "Respecting Ethnic and Cultural Heritage" (REACH) workshop agendas, a letter to the Chair of the Board of Education, and the survey instruments. | [FULL TEXT]

Veale, Ann (1992).  Arts Education for Young Children of the 21st Century. 

This paper discusses the role of art in the education of young children, particularly in Australia. The first section reviews H. Gardner's theory (1983) that children need to be provided with opportunities to develop multiple forms of intelligence, one of which is intelligence relating to art. The value of play in children's education as put forward by various researchers, notably E. W. Eisner (1990) is also stressed. The second section of the paper examines the role of cultural activities in a society. It is maintained that children's art-making activities, and their learning about aesthetic values, are parts of the process of becoming educated. It is also emphasized that Australian citizens are to have a well-balanced view of their cultural heritage, Australian education must give a major place to Aboriginal art. The third section discusses theories, especially those of Vygotsky, that support a pedagogy based on play. The fourth section studies the educational context of children's artistic activity. Also considered are researchers' ideas about the connection between visual imagery, imagination, and education, and about the ability of raw sensory experience to stimulate the imagination of children. A 20-item bibliography is provided. | [FULL TEXT]

Veen, Wim; And Others (1996).  Partnership and Cooperation at Two Levels: Tele-Guidance in Teacher Education. 

This paper describes the experiences of four university teacher education institutions collaborating in an European Union-funded project called the REFLECT project: the Universities of Barcelona (Spain), Exeter (England), Trondheim (Norway), and Utrecht (Netherlands). The project s focus is on the development of reflective competencies in preservice and beginning teachers using various modes of distance education, especially remote computer conferencing or "tele-guidance." In this partnership, the participants collaborate on two levels: first, collaboration between teacher-educators developing a pedagogy of tele-teaching and, second, collaboration between university teachers and student teachers during preservice teaching experiences. Each institution used a different theoretical model to develop reflectivity and different electronic delivery modes varying from video conferencing to one-to-one e-mail. All tele-tutoring was embedded in regular teacher training. The Dutch experiences indicated that an established organization with common standards for the exchange of messages is a critical condition for a well-functioning computer conference. The Exeter experiences focused on analysis of teaching of the subject versus analysis of performance in the communications process. The Utrecht project focused on reflection as part of a problem solving process and the Barcelona project on the degree to which teachers critically reflect on values embedded in their thinking and practice. Results of a survey of telecommunications use in European teacher education are also reported. | [FULL TEXT]

Velasquez, Patrick (1999).  The Relationship between Cultural Development, Sense of Belonging, and Persistence among Chicanos in Higher Education: An Exploratory Study. ASHE Annual Meeting Paper. 

This study examines the relationship among Chicano students' sense of belonging to colleges and universities, their cultural development, and their subsequent persistence. A survey questionnaire was given to a random sample of 687 Chicano students at 3 institutions of higher education in San Diego: a University of California campus (247 students), a California State University campus (339 students), and a California Community College campus (101 students). A 47-item questionnaire measured students' cultural responses; an additional 4 items measured their sense of belonging (as defined by Hurtado 1997). Analysis of the data indicated a high degree of biculturalism, and the significant but modest contribution to a sense of belonging indicated by the cultural response factors reflects the likelihood that Chicano student perceptions of their campus experiences and their subsequent persistence may be affected by the students' degree of biculturalism. Factors contributing significantly to a sense of belonging include a reasonable comfort level in social affiliations with white students, knowledge of Mexican history, positive perceptions of their primary (Mexican) culture, and a well-developed ethnic identity. The study concludes that these dimensions of development can be addressed positively by educational institutions through their curriculum, staffing patterns, and pedagogy. | [FULL TEXT]

Venuti, Lawrence (1996).  Translation and the Pedagogy of Literature.  College English, 58, 3. 

Explores two questions raised by the tendency to treat works in translation as though they were written originally in English: (1) the political and cultural costs of this approach, such as what knowledges or practices it makes possible or eliminates; and (2) what pedagogy can be developed to address the issue of translation.

Vercoe, Anaru (1998).  The Teacher-Student Relationship in Freire's Pedagogy: The Art of Giving and Receiving.  New Zealand Journal of Adult Learning, 26, 1. 

Considers ways in which oppositional and authoritative relations between teachers and students might be challenged. Examines the emancipatory intent of Freire's philosophy of education and explores its practice for transformative learning.

Vernardakis, George (1998).  Graduate Education in Government: In England, France, and the United States. 

This book reports findings of a study comparing how the leading institutions of higher education in England, France, and the United States conduct their graduate programs in political science. Institutions studied were: Cambridge University, Oxford University, and the University of London in England; the University of Paris 1 (Sorbonne), Institute of Political Studies of Paris, and Institute of Political Studies of Grenoble in France; and Harvard University, University of California at Berkeley, and the University of Michigan in the United States. Chapter 1 explains the study's purpose and methodology. Chapter 2 describes in some detail the model used in each of the three nations. Chapter 3 provides a comparative analysis of the models in terms of graduate program organization, budgetary provisions, prevalent educational philosophy, curricular and core course requirements, graduation requirements, approaches to pedagogy, and teaching methods. Recent and current major challenges and factors responsible for excellence in political science at each institution are addressed in chapter 4. Chapter 5 provides conclusions and inferences. Chapter 6 offers two proposals: one for an optimal master's degree program and the other an optimal doctoral degree program in political science in an American university of medium size. The interview schedule is appended.

Veugelers, Wiel (1997).  Teaching and Learning on Moral Dilemmas. 

Values education, moral development, critical thinking, and critical pedagogy are important educational concepts, each with its own philosophical and political background and educational practices. This paper reports on efforts to link elements from these different approaches to the secondary education curriculum. First, a model of "Teaching and Learning Values" is described, along with "values stimulation"--the values teachers find important for their students are expressed in the content of their instruction and in the way they guide the learning process. In a study of 415 teachers, results indicated that teachers not only pass knowledge and skills onto their students, but also stimulate them in developing certain values. Four methods teachers use in teaching values are identified. In a second study, teachers from five upper secondary schools participated in an examination of the connection between stimulating certain values by teachers and students' critical thinking. Interviews with these teachers focused on how they see their task in developing values in their students; examples of strategies used by these teachers are discussed. In a third study, 43 students indicated their preference that teachers indicate differences in values and express the values they themselves find important. Cognitive strategies and values of students are also explored. | [FULL TEXT]

Veugelers, Wiel; Zijlstra, Henk (1999).  Restructuring Secondary Education in the Netherlands: Between Control and Autonomy. 

This article analyzes the effects of senior secondary-education reform in The Netherlands and the effects that these changes have exerted on teachers. It focuses on the way that changes, such as profiles, new exam programs, and alterations in "study house," interacted with and influenced teachers' tasks. The paper provides an overview of the reforms and the move toward autonomy as government came under increasing pressure to reduce its controlling role. One result of reform is the improved link between secondary education and higher education, leading many teachers in secondary education to renew their relationship with a university or college in their region. The increased emphasis on attainment levels and the raising of standards also exerted change on teachers' jobs. Teachers use subject matter that is defined in more detail, and a standardized exam narrows the possibilities for teachers to place their own emphasis on certain aspects of the subject matter. Independent learning has been heightened with the reforms, which lightens teachers' involvement but undermines a centralized pedagogy that can help maintain class discipline. Teachers also find their tasks more differentiated and see themselves as becoming more accountable with the ascendance of local control. | [FULL TEXT]

Vienne, Jean (1994).  Towards a Pedagogy of "Translation in Situation."  Perspectives: Studies in Translatology. 

Outlines the method of translation of pragmatic texts from Finnish into French developed at the Department of Translation Studies of the University of Turku in Finland since the early 1980s. Focuses on the concept of the translation of texts in their real communicative situation.

Villani, Christine J.; Ward, Colin (1999).  Collaborative Training: The Synthesized Professional Supervision Model. 

Counseling supervision has often been conceptualized as an extrapolation of counseling theory to the supervisory context. As a learning context central to the professional development of counselors distinctly different from counseling, this scope of supervision limited the supervisor's ability to deliberately enhance supervisee growth. Although various models have been proposed to assist supervisors in conceptualizing the unique dynamics of counselor development, the models have done little to articulate a pedagogy in facilitating supervisee skill enhancement, self-awareness, and integrated professional and personal identity related to the roles and tasks of professional counseling. Furthermore, the supervision literature has done little to integrate the training practices of counselors and educators who have disparate perspectives on their roles. This paper, proposes a trainee supervisory model grounded in a collaborative teaching and research effort with educational leadership and school counselor trainees (N=16) at a graduate university. The design and results of this collaborative training project are presented. An overview of the synthesized professional supervision model addressing the learning and training needs of professionals across disciplines and grounded in the process of this collaborative experience are proposed. | [FULL TEXT]

Villanueva, Victor, Jr. (1993).  Demystifying the Jargon: The Language of the Left. 

Noting that words like "alienation,""ideology," and "hegemony" are cropping up in academic journals (particularly those journals that concern themselves with rhetoric) with more and more frequency, this paper explains some of the basic terms used by the political left. The paper notes that such terms tend to come up even in everyday speech, but the meanings in everyday speech are at some remove from their specialized web of meanings. The second part of the paper discusses how Paulo Freire uses several of the terms. Terms defined in the paper include: alienation, "conscientizacao," dialectic, existentialism, hegemony, idealism, ideology, materialism, metaphysics, praxis, problematic, reification, structuralism, thesis, antithesis, synthesis, and war of positions. As far as classroom application of these terms, the paper suggests that when teachers claim they are going to show students how to think, it can too easily mean what to think. The paper points out that Freire would have teachers show students that they can think. A glossary of the terms is attached. | [FULL TEXT]

Villanueva, Victor, Jr. (1993).  To the Teacher Who Would: Cultural Literacy as Folkloristic. 

In the form of a story, this paper reveals the life and lifework of a committed Latino professor of English who was born in Brooklyn in the Bedford-Stuyvesant projects. First recounting the early years of a bright boy, the paper then proceeds to tell about the young man as a dropout, as a soldier in Vietnam, as a student in college, and then as a graduate student (while his wife supported the family). The paper then focuses on "Victor" as a teacher of basic writing to his mostly Mexican-American college students and Victor as a parent at highly charged discussions of curriculum in the local public schools. Pinpointing the discovery of Paulo Freire's "Pedagogy of the Oppressed" as a turning point in the teacher's life, the paper then concentrates on the many ups-and-downs that accompany Victor's attempts to modify the basic writing curriculum at the university to accommodate Freire's (and now his own) beliefs about literacy and cultural politics. The remainder of the book deals with the problems of the daily life of the teacher and his family; with personal thoughts about cultural and critical literacy; and with the preparation and publication by the National Council of Teachers of English of the teacher's memoir, "Bootstraps." | [FULL TEXT]

Villanueva, Victor, Jr., Ed. (1997).  Cross-Talk in Comp Theory: A Reader. 

Intended for experienced teachers of composition and for graduate student of composition studies, this collection of essays represents an overview of the last 30 years of composition theory--a near chronology of the profession's changes, from process to cohesion to cognition to social construction to ideology. The 41 essays and their authors include: "Teaching Writing as a Process not Product (D.M. Murray): "Writing as a Mode of Learning" (J. Emig); "The Composing Processes of Unskilled College Writers" (S. Perl); "Revision Strategies of Student Writers and Experienced Adult Writers" (N. Sommers); "The Writer's Audience Is Always a Fiction" (W.J. Ong); "Audience Addressed/Audience Invoked: The Role of Audience in Composition Theory and Pedagogy" (L. Ede and A. Lunsford); " The Basic Aims of Discourse" (J. Kinneavy); "Spectator Role and the Beginning of Writing" (J. Britton); "Coherence, Cohesion, and Writing Quality" (S.P. Witte and L. Faigley); "Contemporary Composition: The Major Pedagogical Theories" (J.A. Berlin); "A Cognitive Process Theory of Writing" (L. Flower and J.R. Hayes); "Diving In: An Introduction to Basic Writing" (M.P. Shaughnessy): "William Perry and Liberal Education" (P. Bizzell); "Is Teaching Still Possible? Writing, Meaning, and Higher Order Reasoning" (A.E. Berthoff); "Narrowing the Mind and Page: Remedial Writers and Cognitive Reductionism" (M. Rose); "Collaborative Learning and the 'Conversation of Mankind'" (K. Bruffee); "Consensus and Difference in Collaborative Learning" (J. Trimbur); "Writing with Teachers: A Conversation with Peter Elbow" (D. Bartholomae); "Being a Writer vs. Being an Academic: A Conflict in Goals" (P. Elbow); "Democracy, Pedagogy, and the Personal Essay" (J. Haefner); "Composing as a Woman" (E. Flynn); "The Silenced Dialogue: Power and Pedagogy in Educating Other People's Children" (L.D. Delpit); "On the Subjects of Class and Gender in 'The Literacy Letters'" (L. Brodkey); "Diversity, Ideology, and Teaching Writing" (M. Hairston); and "Graduate Students, Professionals, Intellectuals" (R. Ohmann). | [FULL TEXT]

Villar, Luis M. (1994).  Reflections on Action by University Teacher Trainers. 

In this 2-year collaborative research study, ethnographic and quantitative methodologies were used to explore the nature of professors' classroom teaching contexts and the relationships between classroom actions and student teachers' classroom climate perceptions. Data for case studies of four College of Education professors associated with the University of Sevilla (Spain) came from observations, student teachers' perceptions as indicated on the Inventory of University Classroom Environment (IUCE), and interviews with the professors. The IUCE measured cohesiveness, satisfaction, personalization, task orientation, innovation, evaluation, and classroom management. Results indicated that student teachers perceived their classes as being higher in control than was desired, and they preferred a less routinized classroom management style. Mathematics teaching was more professor-centered than pedagogy classes, and math professors followed scripted lesson plans while pedagogy professors displayed improvisational performances. The study recommends that university staff development offerings emphasize generic pedagogy such as clinical teaching, cooperative learning, and classroom management. | [FULL TEXT]

Villegas, Ana Maria (1991).  Culturally Responsive Pedagogy for the 1990s and Beyond. Trends and Issues Paper No. 6. 

The purpose of this trends and issues paper is to advance the search for creative solutions to the difficulties experienced by minority students and to draw attention to what teachers need to know and do in order to work effectively with a culturally heterogeneous population. Attention is given to the schooling of minority students in general, with an emphasis on the experiences of African Americans, Hispanics, and American Indians. The paper is divided into three major sections: (1) a review of themes that emerged from the literature (explanations for the differential achievement of minority students and culturally responsive pedagogy); (2) implications from the research for the assessment of beginning teachers; and (3) concluding remarks. The empirical and theoretical literature examined is highly critical of the educational system with regard to the teaching of minority children. This element is balanced by an equally strong commitment to instructional practices that will afford these children a fair chance to prove their talent. The literature also confirms that teachers can have a positive impact on the academic growth of minority students if they are sensitive to the cultural characteristics of the learners, and have the skills needed to accommodate these characteristics in the classroom. A bibliography of approximately 160 titles concludes the volume. | [FULL TEXT]

_____. (1995).  Visual Arts and Gender Equity.  [Australian Art Education] 

This journal theme issue focuses on Visual Arts and Gender Equity with particular emphasis on art education. Articles include: (1) "Gender Equity and Visual Arts Education" (Lee Emery); (2) "Deconstruction: A Methodology for Exploring Dominant Ideologies and Gendered Relations in the Visual Arts" (Annie Reid); (3) "Advocating a Gender Inclusive Curriculum in the Visual Arts: Politics, Pedagogy, Postmodernism" (Julie Rosewarne Foster); (4) "Western Philosophy and Women Artists: Inferior, Subordinate, Private, and Other" (Penelope Collet); (5) "Gender and the Practice of Textiles" (Kay Lawrence); (6) "Gender Differences in Children's Drawings" (Cathy Speck); and (7) "Considering Gender Equity Policy and Recent Debates in Relation to Arts Education" (Sue Davis). | [FULL TEXT]

Von Minden, Avril M.; Walls, Richard T.; Nardi, Anne H. (1998).  Charting the Links between Mathematics Content and Pedagogy Concepts: Cartographies of Cognition.  Journal of Experimental Education, 66, 4. 

Links between content knowledge in the mathematics domain and pedagogical reasoning were compared for three university mathematics professors, three mathematics-methods professors, three high school teachers, three middle school teachers, and three elementary school teachers. In general, teachers with the most training and experience produced content maps that evidenced deep conceptual knowledge. Some exceptions are discussed.