Pedagogy | W

Wadsworth, Emily C., Ed.; And Others (1994).  To Improve the Academy: Resources for Faculty, Instructional, and Organizational Development, 1994. 

This annual journal issue contains 24 papers on issues of faculty development, instructional improvement, knowledge and teaching, and communication in higher education. Many of the papers were developed for the annual conference of the Professional and Organizational Development Network in Higher Education (POD). The papers are: (1) "Teaching Improvement Practices: New Perspectives" (W. Alan Wright and M. Carol O'Neil); (2) "Deepening and Broadening the Dialogue About Teaching" (James R. Davis); (3) "Assessment and Values: A New Religion?" (Anita Gandolfo); (4) "Academic Leaders and Faculty Developers: Creating an Institutional Culture that Values Teaching" (Norman D. Aitken and Mary Deane Sorcinelli); (5) "Reclaiming Teaching Excellence: Miami University's Teaching Scholars Program" (Milton D. Cox); (6) "Valuing the Student Voice: Student Observer/Consultant Programs" (D. Lynn Sorenson); (7) "Metaphors of Teaching: Uncovering Hidden Instructional Values" (Darlene Hoffman); (8) "The Game of Academic Ethics: The Partnering of a Board Game" (Stephen E. Sugar and Carol A. Willet); (9) "The Implications of Cultural Diversity in American Schools" (Johnson A. Afolayan); (10) "A Report Card for Diversity" (Johnnella E. Butler); (11) "Knowledge Into Wisdom: Incorporating Values and Beliefs to Construct a Wise University" (Susan M. Aubrey and David K. Scott); (12) "Challenging Values: Conflict, Contradiction, and Pedagogy" (Jacqueline Mintz); (13) "Do You See What I See?" (Karin McGinnis and Kenneth Maeckelbergh); (14) "Putting Empowerment To Work in the Classroom" (Trudy Knowles et al.); (15) "Increasing Sensitivity to Diversity: Empowering Students" (Mary Anne Johnston); (16) "Leveling the Playing Field" (Linda Hilsen and Deborah Petersen-Perlman); (17) "Faculty Perceptions of Undergraduate Teaching" (Deborah Olsen and Ada B. Simmons); (18) "Creating Teaching and Learning Partnerships with Students: Helping Faculty Listen to Student Voices" (Helen Rallis); (19) "College Students' Perceptions of Unfairness in the Classroom" (Rita Cobb Rodabaugh); (20) "Complex Cooperative Learning Structures for College and University Courses" (Philip G. Cottell, Jr. and Barbara J. Millis); (21) "Conducting Cooperative Cases" (Barbara J. Millis); (22) "The Value of Classroom Humor" (Richard J. Nichols et al.); (23) "Unconscious Values Within Four Academic Cultures. An Address Given at the 1994 POD Annual Conference" (William Bergquist); (24) "An Outsider's View of POD Values--and of POD's Value to the Academy" (1993 Conference Capstone Address) (Kathleen McGrory). Most papers contain references. | [FULL TEXT]

Wakai, Sara T. (1994).  Barriers to and Facilitators of Feminist Pedagogy in College and University Teaching. ASHE Annual Meeting Paper. 

This study examined faculty characteristics and teaching environments of higher education institutions that may hinder or facilitate student-centered pedagogical practices derived from feminist theory. Feminist pedagogy generally advocates democratizing the classroom, building cooperative learning environments, legitimizing personal experiences as a form of intellectual inquiry, and applying classroom learning to society. These approaches draw on themes of power, the community of learners, social responsibility and action, and emotions and feelings as central to learning. Data were drawn from a 1989-90 national survey of 35,478 faculty at 392 institutions. The data contained responses from full-time teaching faculty from every major type of institution. However, for the purpose of this study, two-year colleges were eliminated. This resulted in 29,961 respondents from 303 institutions. Data covered time spent on teaching, research, and administration; interactions with students; teaching practices and evaluation methods; perceptions of institutional climate; views and attitudes; sources of stress and satisfaction; and demographic and educational preparation. Results indicated that faculty background characteristics and faculty interests play a strong role in predicting the use of feminist pedagogical practices. The strongest predictor of the use of feminist pedagogical practice is being committed to student development regardless of gender. In addition, being a woman, being a liberal, or participating in a seminar to integrate perspectives of women and minority groups into the curriculum also predicted use of feminist pedagogical practice. | [FULL TEXT]

Wakefield, John F. (1998).  A Brief History of Textbooks: Where Have We Been All These Years? 

This paper considers what has kept textbooks around so long. The paper reviews changes in pedagogy and values manifested in nineteenth century textbooks to better understand the role of textbooks in the classroom. It suggests that textbooks are a highly adaptable literary genre (with always changing writing styles), concluding that as classroom problems change, so do textbooks to help resolve them. Contains 29 references; various examples of textbook pages are attached.  | [FULL TEXT]

Walberg, Herbert J. (1996).  U.S. Schools Teach Reading Least Productively.  Research in the Teaching of English, 30, 3. 

Reports on changes in reading skills of students for the period 1970-90; the progress made by 9- and 14-year-old students in 1990; and the efficiency of reading pedagogy in United States schools compared with efficiencies in other leading industrial countries. Finds that reading progress in the United States is the worst among leading industrial countries.

Waldrip, Bruce G.; Giddings, Geoffrey J. (1994).  Educational Productivity, Pedagogy and Culture. 

The study reported in this paper combined qualitative (observation, interview and case study techniques) and quantitative (questionnaire and survey instruments) methods to examine: (1) the relationship of current teaching practices to a number of variables that affected students' learning in science laboratory classrooms, (2) which factors affected academic success in an external science achievement examination, (3) whether an educational productivity model was applicable to a developing country context, namely Papua New Guinea (PNG). The sample consisted of 3,182 grade 10 students in 46 PNG secondary schools. Overall, boys had a more favorable attitude towards science than girls. Multivariate analysis showed that PNG science academic achievement was related to quality and quantity of instruction, science laboratory learning environment scales and gender. Male students performed better than female students in external science achievement examinations; however, female students scored higher on a practical process test. The study also revealed that PNG science teachers were very didactic in their approach to teaching. An examination of the cultural context provided some help in trying to explain these teaching practices and students' learning patterns. Finally, this study showed that a modified educational productivity model was applicable to the Papua New Guinea context. | [FULL TEXT]

Walker, Helen L. (1991).  "Unfinished Story" [The Making of a Learning Center Using Freirean and Democratic Plans.] 

Efforts by a writing specialist at the University of Maine at Presque Isle to implement a learning center there were based on methodologies adapted from Paulo Freire's "Pedagogy of the Oppressed." In keeping with Freire's call and decoding stages, the specialist began meeting with the necessary personnel to create guidelines and split the project into parts. The specialist found local people to be: (1) eager to welcome strangers; (2) hard-working and land-focused; (3) fundamentalist Christian; (4) somewhat racist toward Franco-Americans and American Indians; and (5) supportive of education as a means to a better life. Upon reflection, the writing specialist's teaching style was seen as authoritarian and an internal struggle for radical change began. Freshman in a composition class were found to be unaccustomed to dialogue. The class was transformed by being divided into small peer discussion groups which encouraged dialogue. A learning center with a staff of five was instituted at the university. Peer tutors were trained and a democratically-based methodology was established. More work needs to be done to determine contradictions between what is being done and what should be done.

Walker, Kristin (1998).  The Debate over Generalist and Specialist Tutors: Genre Theory's Contribution.  Writing Center Journal, 18, 2. 

States that much has been written about whether writing center tutors should be generalists or specialists. Suggests that these arguments should be restructured around tutor-training theory and its relationship to social constructionism. Seeks a middle ground between the generalist and specialist poles through training theory and pedagogy to propose ways to learn more about other disciplines' discourse.

Walker, Thomas J.; Johnson, Scott D. (1993).  Critical Pedagogy--The Practice with Veteran Teachers: The Work of the Eastern Pennsylvania Lead Teacher Consortium. [and] Abandon Ship, Change Course, or Ride It Out: A Reaction to Walker.  Journal of Industrial Teacher Education, 30, 4. 

The Eastern Pennsylvania Lead Teacher Consortium, a regional network for professional development of vocational teachers, demonstrates that lead teachers' work must be tied to student learning outcomes, ideas and practices must be communicated to building-level staff, and regional consortia need a dedicated funding source.

Wall, Denis, Ed.; Owen, Michael, Ed. (1992).  Distance Education and Sustainable Community Development: Selected Articles from a Conference on Distance Education and Sustainable Community Development, Canadian Circumpolar Institute (Edmonton, Alberta, Canada, December 1990). 

This proceedings contains 13 papers on the role of distance education in sustainable community development, particularly in Canada's remote northern communities. Four sections cover theoretical issues such as the meaning of "community" in international distance programs and the influence of students' immediate community on their survival in distance education programs; international and African perspectives; specific Canadian projects, including three involving First Nations communities; and issues related to management, pedagogy, and the student-teacher relationship. Papers are: (1) "Thoughts on the Theory of Community and Distance-Education: The Significance for Maintenance and Sustainability of Development Programs" (Denis Wall); (2) "Linking Distance Education to Sustainable Community Development" (Michael Robinson); (3) "Trends and Issues in Distance Education with Implications for Northern Development" (Margaret Haughey); (4) "Distance Education in Northern and Remote Communities: Understanding Social Networks, Change, and Process" (Richard D. Hotchkis, Linda Driedger); (5) "Commonwealth of Learning and Distance Education" (Hafiz Wali); (6) "The Role of Adult Education in Assisting Sustainable Development in Remote Area Dwellers of Botswana" (Johannes N. S. Mutanyatta); (7) "Successfully Implementing a Native Teacher Education Program through Distance Education in Labrador" (Dennis B. Sharpe); (8) "Distance Education Delivery Networks--Role in Community and Institutional Development" (Terry Anderson); (9) "Developing and Implementing a Distance Education Secondary School Program for Isolated First Nation Communities in Northwestern Ontario" (Margaret Fiddler); (10) "Literacy Proposal for the Community of Nose Creek, Alberta" (Pat Larsen); (11) "Distance Education: En Route from Management to Pedagogy" (W. Bruce Clark); (12) "Teacher Perspectives on Distance Education" (Noel Gour); and (13) "Library Services to Athabasca University Students" (Steve Schafer). Contains references. | [FULL TEXT]

Wallace, Catherine (1999).  Critical Language Awareness: Key principles for a Course in Critical Reading.  Language Awareness, 8, 2. 

Examines key principles of critical language awareness with reference to a class on critical reading that was taught to advanced foreign language learners. Argues that critical language awareness needs to be located within critical pedagogy, and that critical pedagogy is conceptualized around three major principles: teaching as emancipatory, difference-oriented, and oppositional.

Wallace, David (1996).  Reconsidering Behaviorist Composition Pedagogies: Positivism, Empiricism, and the Paradox of Postmodernism.  JAC: A Journal of Composition Theory, 16, 1. 

Explores how positivism and empiricism may be distinguished in practice by examining four proposals for writing pedagogy based on behaviorist learning theory. Argues that empiricism offers a viable means of addressing what Douglas Hess has dubbed "the splendid paradox of postmodernism." Suggests several implications for empiricism in light of postmodern critiques.

Wallace, Miriam L. (1999).  Beyond Love and Battle: Practicing Feminist Pedagogy.  Feminist Teacher, 12, 3. 

Examines the ways in which authority and power operate in the classroom. Uses two metaphors to describe the poles of classroom dynamics (the love-relationship and the battlefield model). Suggests that the processes of writing and reading as interpretation and discovery can act as a more suggestive instructional model.

Wallace, Priscilla (1994).  Authority and Egalitarianism: What Can They Mean in the Feminist Classroom?  Action in Teacher Education, 15, 4. 

A teacher educator gives a personal account of how her experience in trying to create an egalitarian, communitarian spirit in a graduate education course challenged her feminist notions of power, empowerment, and authority and provided insights into the practical aspects of developing instructor-student collaboration.

Wallace, Sue-Anne (1997).  Art Education Communicating Experience.  Australian Art Education, 20, 1-2. 

Transcribes the Leon Jackman Memorial Address to the Australasian Art Educators Conference in 1996. Discusses distinctions between the formal world of pedagogy and the informal world of experiential learning in art education. Focuses on art educators as communicators, on how they talk about the arts, and on communication as sharing knowledge.

Wallin, Dawn C. (1999).  Liberal Feminism and Educational Administration: Recruiting and Supporting Women in Educational Administration. 

Feminist theory has become an increasingly important tool in analyzing the position of women within the discipline of education. This paper presents a liberal feminist framework for gender equity issues specifically concerned with the recruitment and support of women in educational administration. It is organized into three parts: (1) the tenets of liberal feminist theory; (2) liberal feminist theory as it relates to educational pedagogy; and (3) implications for gender practices and policy development for educational administrators. It concludes that the inequality of women is structural; it is embedded in the system. Unless one transforms the system, inequality will persist. Structural change is an ongoing process that transforms those who encounter it. The important question for discussion then becomes, "How does society encourage the leadership and participation of a new generation of women?" Appendixes contain Strategies for Recruiting/Supporting Females and Minorities in Educational Administration and Recommendations for Addressing the Problem of Under-Representation of Women and Minorities in Educational Administration. Contains 52 references. | [FULL TEXT]

Walsh, Catherine E., Ed. (1996).  Education Reform and Social Change. Multicultural Voices, Struggles, and Visions. 

The selections in this collection offer the stories of real-life educators as they work to build a more participatory and equitable educational future for their students in bilingual and multicultural education. Also included are the voices of parents, students, and advocates of change as they work on educational and social change processes. The 19 selections are organized into 4 sections: (1) "The Social Construction of Policy"; (2) "Collaborations for Change"; (3) "Transforming Classroom Pedagogy and Practice"; and (4) "New Conceptualizations and Visions." This organization provides a theoretical and practical framework for thinking about educational reform and social change that goes from broader structural concerns to case studies that document activism and collaborative efforts to change education. An introduction to each section provides an overview of the chapters and some background information. Guiding questions follow each introduction. Each chapter contains references. Contains 147 references and resources and one figure.

Walstad, William B. (1994).  High School Economics in an International Perspective: Implications for Economic Education in Russia. 

This study presents an analysis of economics instruction for high school students in various nations in the world and a rationale for economics instruction in Russia to develop a market-oriented economy. The development of the present economic curriculum in the United States is traced and the "Framework for Teaching Economics" (1977), used as the model for most economic instruction is discussed. For the Russians to develop their economic curriculum, they must first develop a working definition of economics education for the high school. Suggested steps in developing an effective economics program include: (1) key groups, such as Russian economists, high school educators, business leaders, politicians, and others, making a strong case for economics in the curriculum; (2) key economic concepts and ideas being identified for instruction; (3) ways for handling controversies in economic content that affect curricular and teaching decisions; (4) students taking a separate course in economics at different grades; (5) students being tested by a Russian test of economic understanding; and (6) undertaking further research in Russia to improve economic education at the high school level. Brief descriptions of economic education practices are described for the United States, Australia, Germany, Austria, Japan and Korea. Research analysis focuses on the lasting effects of economic instruction, the infusion approach to economics instruction, the amount of teacher education and preparation for teaching economics, and the new developments in technology and pedagogy. | [FULL TEXT]

Walter, Colin (1993).  A Better Way to Begin Again Together: The Value of a Comparative Approach to Teaching Poetry in School.  European Journal of Teacher Education, 16, 2. 

Symbiotic relationships exist between language, culture, and poetry. Successful classroom teaching acknowledges these relationships. Teaching poetry to children up to age 12 may be improved by addressing these relationships in initial teacher education. A research project involving teachers, student teachers, and children has explored these relationships and produced an appropriate pedagogy.

Walters, Margaret Bennett (1991).  Robert Zoellner's "Talk-Write Pedagogy": Instrumental Concept for Composition Today. 

An examination of Robert Zoellner's "Talk-Write Pedagogy" (a dialog, written in 1969, about a student's inability to write what he meant) in the context of current composition theory and research demonstrates the cogency of his ideas for today. Zoellner contends that the "think-write" pedagogy has failed students because it demands that students internalize the rules of some abstract concept about what constitutes good writing, and causes them to write words for the teacher instead of for themselves. Zoellner bases his talk-write pedagogy upon the concept of modality and of intermodal transfer to explain how the reinforcement of one behavior or skill improves the performance of another. Writing should improve talk, and talk should improve writing. In the talk-write pedagogy, the teacher and student engage in a rapid exchange of vocal to scribal dialogue that allows the teacher to immediately reinforce successive and closer approximations to some desired behavior. Zoellner's dialogic pedagogy helps the student to create a unique voice and address real readers. Zoellner anticipated many of the concerns which composition theorists and researchers such as Lisa Ede, Andrea Lunsford, and Nancy Sommers are dealing with today. His ideas are still as cogent today as they were when he wrote them 21 years ago. (Twenty-eight notes are included.) | [FULL TEXT]

Walzer, Arthur E. (1991).  The Meanings of "Purpose."  Rhetoric Review, 10, 1. 

Reviews the debate among theorists on the meaning of "purpose" in composition theory and pedagogy. Examines the definition of this term in two important textbooks. Examines the fundamental differences in the treatment of this term to teach educators about how they regard the nature of their profession as teachers of writing.

Wambach, Catherine E. (1998).  Reading and Writing Expectations at a Research University.  Journal of Developmental Education, 22, 2. 

Reports on a survey administered to faculty at the University of Minnesota regarding the reading and writing assignments and pedagogy employed in courses. States that results were used to make changes in the content of the developmental curriculum and strategies used to teach courses. Contains 11 references.

Wan, Guofang (1998).  China's Educational Reform during the Cultural Revolution: A Postmodern Critique. 

This paper analyzes the educational reforms and drastic curriculum changes occurring in China during the Cultural Revolution (1966-76) in light of postmodern theory. The document examines personal educational experiences in China during that time in light of critical pedagogy and postmodern theories of curriculum development. The paper asserts that education has never been neutral, but ideological and political to Chinese educators. The document cites changes occurring in the educational, social, and cultural arenas as a result of the Cultural Revolution and discusses them in light of postmodern curriculum development with its concern for multiracial and multicultural education. The study shows both sides of the Chinese educational reform and distinguishes between the soundness and the limitations of Mao's educational theory. The paper provides an understanding of why the educational reform in the Cultural Revolution failed its promises to the people. The Cultural Revolution removed the feudalistic form of oppression of the Chinese people, only to replace it with another form.

Wang, Margaret C., Ed.; Walberg, Herbert J., Ed. (1996).  Strategies for Improving Education in Urban Communities. A Collection of Articles in Honor of Edmund W. Gordon and Maynard C. Reynolds. 

This collection, which was prepared to honor Edmund W. Gordon and Maynard C. Reynolds for their leadership at the Temple University Center for Research in Human Development and Education, represents the work of researchers from the Center on Education in the Inner Cities. It is organized around the four themes of educational resilience, student diversity, school-family-community connections, and ecological and contextual influences on children in inner cities. The following are included: (1) "Educational Resilience in Inner Cities" (Margaret C. Wang, Geneva D. Haertel, and Herbert J. Walberg); (2) "Influence of Kinship Social Support on the Parenting Experiences and Psychosocial Adjustment of African-American Adolescents" (Ronald D. Taylor, Robin Casten, and Susanne M. Flickinger); (3) "Turning around Five At-Risk Elementary Schools" (H. Jerome Freiberg, Neil Prokosch, Edward S. Treister, and Terri Stein); (4) "Investigating the Pedagogy of Poverty in Inner-City Middle-Level Classrooms" (Hersholt C. Waxman, Shwu-Yong L. Huang, and Yolanda N. Padron); (5) "Serving Students at the Margins" (Margaret C. Wang, Maynard C. Reynolds, and Herbert J. Walberg); (6) "Organizing Schools into Small Units: The Case for Educational Equity" (Diana Oxley); (7) "A School-University Partnership Working toward the Restructure of an Urban School and Community" (Andrea G. Zetlin and Elaine MacLeod); (8) "The Changing Politics of Federal Education Policy and Resource Allocation" (Kenneth K. Wong); (9) "Parent Programs: Past, Present, and Future" (Aquiles Iglesias); (10) "The Effectiveness of Collaborative School-Linked Services" (Margaret C. Wang, Geneva D. Haertel, and Herbert J. Walberg); (11) "Coordinated Services for Children: Designing Arks for Storms and Seas Unknown" (Robert L. Crowson and William L. Boyd); (12) "Determinants of Student Educational Expectations and Achievement: Race/Ethnicity and Gender Differences" (Leo C. Rigsby, Judith C. Stull, and Nancy Morse-Kelly); (13) "The Macroecology of Educational Outcomes" (David W. Bartelt); (14) "Racial and Economic Segregation and Educational Outcomes: One Tale--Two Cities" (William L. Yancey and Salvatore J. Saporito); and (15) "Post-Secondary Employment and Education Status of Inner-City Youth: Conventional Wisdom Reconsidered" (William Stull and Michael Goetz). Each selection contains references. | [FULL TEXT]

Wang, Yu-mei (1999).  Design for Transforming: Multimedia Projects in a Preservice Educational Computing Course. 

This paper reports on an experimental multimedia project in a preservice teacher education course at the University of Guam. The multimedia project was aligned with the critical pedagogy in cultivating transformative intellectuals. Participants of the project investigated critical issues in their communities and presented their projects by using a multimedia tool. By doing this project, students developed their awareness of critical issues in their communities and the role educators could play in changing the situation. It was found that technology sustained students' motivation and interest, enhanced the challenge of the project, and unleashed students' creativity. The paper argues that technology can be a powerful tool in support of the pursuit of transformative pedagogy.  | [FULL TEXT]

Ward, Cynthia (1993).  Reading African Women [Writers]. 

The works of women African writers such as Bessie Head, Mariama Ba, Buchi Emecheta, and Flora Nwapa have become increasingly familiar to North American college students during the past decade, largely through their inclusion on feminist reading lists. Because the pedagogical value of these texts lies in their presumed ability to speak for African women, the texts are to greater or lesser degrees decontextualized from the material circumstances of production. Rather, they are interrogated with apparently oppositional questions. In identity-based questions, the African woman presumably defined by such questions is, according to Michelle Rosaldo, an image of "ourselves undressed." This exposes the author, cast in the role of spokesperson for the African Woman, to interrogations about her own authenticity. Conversely, another range of questions deconstructs identity-based assumptions and ultimately resists the imperialist politics of representation and authenticity. Both approaches attempt to keep cultural assumptions: both attribute a primal illiteracy to the speakers of "mother tongues" and assume that deconstructive literacy is deployed only in western languages. To use any text as a bridge between academics and African women, it is necessary to be attentive to what degree the factors that shape western notions of literacy are operative in Africa. Such considerations as the traditional privileging of written over oral narrative and culturally encoded interpretive reading practices have crucial implications for the way texts written by women African writers are"consumed" in western classrooms as cultural products. | [FULL TEXT]

Ward, Kelly (1998).  Addressing Academic Culture: Service Learning, Organizations, and Faculty Work.  New Directions for Teaching and Learning. 

Explores the relationship between service learning and organizational commitment by examining the complexities of faculty and organizational culture, including administrative support, campus familiarity with course-based service, financial support, the nature of faculty involvement, and faculty work and rewards. Makes practical suggestions for overcoming barriers and resistance to change.

Ward, Phillip; O'Sullivan, Mary (1998).  Similarities and Differences in Pedagogy and Content: 5 Years Later.  Journal of Teaching in Physical Education, 17, 2. 

Examined changes in one elementary physical educator's pedagogy and content as a function of experience. Interviews and observations of the educator's teaching in years 2 and 6 indicated similarities in pedagogical organization of lessons but differences in content. Managerial and instructional routines and professional isolation remained the same. Skill expectations were lower in year 6.

Ward, Robert (1998).  Active, Collaborative and Case-Based Learning with Computer-Based Case Scenarios.  Computers & Education, 30, 1-2. 

Discusses ideas and observations about the development, use, and pedagogy of computer-based case scenarios. Outlines two large computer-based case scenarios written to help students develop their skills and knowledge in business information systems. Considers factors in the design of computer-based case scenarios and related activities that might influence depth and quality of learning.

Warner, Mary L. (1997).  The Pedagogy of Partnerships: Empowering Pre-Service Teachers for Teaching and Writing. 

Although for over 22 years the National Writing Project has been providing methodology for composition instructors, unfortunately pre-service teachers are seldom participants in the Writing Project experience. The need is great for writing pedagogy that truly prepares future teachers to evaluate and respond to writing. Writing partnerships can provide this "real world" experience for future teachers of English. The pedagogy of partnerships empowers pre-service teachers as it creates dialogue between academically older and younger students; the pairing of students across course levels provides for a unique additional audience for both upper and lower level writers. Writing partners are required to meet a minimum of 4 times per semester and each partner is expected to do a journal entry about the session. Reports on partnerships for a percentage of the final grade and a computer folder is set up for each English composition or writing course. One factor accounting for higher retention rates is that first year students experience one-on-one contact with a professor or with someone significantly involved with their academic life. | [FULL TEXT]

Warren, Donald (1998).  Waiting for Teacher Education.  Teacher Education Quarterly, 25, 4. 

Presents a history of teacher education in the United States, highlighting four dilemmas that are crucial to the task of rethinking and deepening the reform agenda: new knowledge in the arts and sciences that has stimulated disputes, the content-pedagogy problem, issues regarding uniformity and diversity, and the issue of purpose in education.

Warren, Karen, Ed. (1996).  Women's Voices in Experiential Education. 

This book is a collection of feminist analyses of various topics in experiential education, particularly as it applies to outdoors and adventure education, as well as practical examples of how women's experiences can contribute to the field as a whole. Following an introduction, "The Quilt of Women's Voices" (Maya Angelou), the 25 chapters are: "Women's Outdoor Adventures: Myth and Reality" (Karen Warren); "Why Women's Outdoor Trips?" (Mary McClintock); "Inside Work, Outdoors: Women, Metaphor, and Meaning" (Heidi Mack); "The Eustress Paradigm: A Strategy for Decreasing Stress in Wilderness Adventure Programming" (Anjanette Estrellas); "The Value of Therapeutic Wilderness Programs for Incest Survivors: A Look at Two Dominant Program Models" (Ruth Rohde); "The History of Camping Women in the Professionalization of Experiential Education" (Wilma Miranda, Rita Yerkes); "A Philosophical Basis for a Women's Outdoor Adventure Program" (Denise Mitten); "The Outdoor Recreation Experience: Factors Affecting Participation of African American Women" (Nina S. Roberts, Ellen B. Drogin); "Leading the Way: Strategies That Enhance Women's Involvement in Experiential Education Careers" (T. A. Loeffler); "Feminist Perspectives on Outdoor Leadership" (Karla Henderson); "Feminist Pedagogy and Experiential Education: A Critical Look" (Karen Warren, Alison Rheingold); "Outdoor Leadership Considerations with Women Survivors of Sexual Abuse" (Denise Mitten, Rosalind Dutton); "Feminists Challenging Assumptions about Outdoor Leadership" (Martha Bell); "The Value of Feminist Ethics in Experiential Education Teaching and Leadership" (Denise Mitten); "A Politicized Ethic of Care: Environmental Education from an Ecofeminist Perspective" (Constance L. Russell, Anne C. Bell); "The Midwife Teacher: Engaging Students in the Experiential Education Process" (Karen Warren); "Women and the Outdoors: Toward Spiritual Empowerment" (Karla A. Henderson); "Snips and Snails and Puppy Dog Tails...The Use of Gender-Free Language in Experiential Education" (Deb Jordan); "Sexual Harassment and Experiential Education Programs: A Closer Look" (T. A. Loeffler); "Women of Color in Experiential Education: Crossing Cultural Boundaries" (Nina Roberts); "Lesbian Baiting Hurts All Women" (Mary McClintock); "Turn Off the Radio and Sing for Your Lives! Women, Singing, and Experiential Education" (Moon Joyce); "'Connecting with Courage,' an Outward Bound Program for Adolescent Girls" (Terry Porter); "Facing Women's Fear of Failure: An AWEsome Experience" (Anne Dal Vera); and "Women in Experiential Education Speak Out: An Anthology of Personal Stories across Cultures" (Nina S. Roberts, Ellen J. Winiarczyk). Contains references, author profiles, and an annotated bibliography of Association for Experiential Education publications. | [FULL TEXT]

Warshauer, Susan Claire (1995).  Rethinking Teacher Authority to Counteract Homophobic Prejudice in the Networked Classroom: A Model of Teacher Response and Overview of Classroom Methods.  Computers and Composition, 12, 1. 

Argues for a reworked pedagogy in the networked computer classroom to counteract the emergence of prejudicial attitudes which marginalize people in online discussions. Encourages interventionist strategies such as centralizing discussion and giving preparatory lectures. Proposes that instructors should be more accountable for confronting and limiting the dynamics which alienate class members in online discussion.

Warshaw, Carole; And Others (1991).  Implications of Meyer and Scott's Theory of Institutional Environments for the Implementation of Cummins' Framework for the Empowerment of Students in Bilingual Kindergartens. 

Three bilingual kindergarten classrooms were studied in depth in their school settings to see what conflicts arise between the expectations of the mainstream administrative structure of the school and the expectations of the bilingual curriculum of the district and how such conflicts are handled. Particular attention was given to potential conflict between the structures that Cummins (1986) recommended for bilingual education and more traditional school structures. Fundamental to the study were Cummins' elements in the organization of schooling that affect the extent to which minority students are empowered or disabled. These elements are: (1) the incorporation of minority students' culture and language; (2) the inclusion of minority communities in the education of their children; (3) use of a reciprocal interaction model of pedagogy rather than a transmission model; and (4) advocacy in assessment rather than delegitimation. Cummins' writings were reviewed to identify the specific observable behaviors that he recommends, and observations and intervews were conducted in classrooms and schools. Descriptive syntheses of observations and interviews conducted in the three schools are presented. Study findings indicate there are two widely divergent types of implementation of bilingual education in the schools. | [FULL TEXT]

Washington, Gene (1991).  Writing, Pedagogy, Modality. 

If writing teachers want to use modality effectively, they first have to deal with three problems: identification of markers of modality in English; representation (the use of models for modality); and correlation (pedagogical usefulness, and writing strategies for students). Two models of modality address the problems which writing teachers should deal with before actually developing strategies to be given to the student. The first task is to construct a two-state model of the "core" markers of modality in English: the first state, the "actual" one uses nonmodal expressions; and the second state, the "alternate" one, is always expressed by core modals like "can" or "must". A two-dimensional matrix puts flesh on the model. Next, another model displays typical kinds of "character" an author or reader gives, or can give, to each state. "Character" can be divided into the personal and the collective. In developing and representing a strategy, writing teachers must also try to be aware of what conditions control its use. With this in mind, writing teachers should consider: (1) expanding information about the subject (essentially a prewriting or revising activity); (2) representing rhetorical intention; and (3) representing stylistic variation. Modality should be used chiefly in the context of peer review and only then as an optional procedure. (Three figures representing the models are included; 21 references are attached.)

Wasley, Patricia A. (1990).  Trusting Kids and Their Voices: A Humanities Teacher in the Midst of Change. Studies on Teacher Change. 

This case study documents the pedagogical changes an inner city, secondary school humanities teacher made as she attempted to improve the quality of her students' educational experience. Data were gathered in the 1989-90 school year. The teacher had explored what had happened to her as a good conventional teacher, to her pedagogy, her curriculum, and her relationship with their students and colleagues as she and her fellow team members worked to incorporate the nine Common Principles of the Coalition of Essential Schools into her classroom. The first section describes her students and their voices in relation to a field trip to a law firm in which they focused on the question, What is justice? It also presents the teacher's reflection on her conventional classroom and describes the innovative school environment created by the participation in the Coalition of Essential Schools, examining the teacher's role. The second section presents a day in her classroom in the new environment, looking at the daily advisory session, teacher planning time, and the humanities block. The third section presents reflections on changing practice, discussing factors that supported change (e.g., the rich collaborative learning environment for teachers and being allowed to start slowly) and factors that hindered change (e.g., learning to collaborate with others and dealing with changed relationships with students). Overall, the teacher believed that the nine Common Principles played a major part in her reorganization of instruction. The nine Common Principles are attached.

Wassermann, Selma (1994).  Introduction to Case Method Teaching. A Guide to the Galaxy. 

While case method teaching has long been associated with business and medical schools, in the past few years there has been increased interest in teaching with cases in secondary schools, colleges, and professional schools. This book, for teachers at all levels and in all subjects, examines this pedagogy and serves as a guide for pre- and inservice teachers in the use of cases for effective classroom teaching. In chapters 1 and 2, the theoretical bases of case method teaching are examined. Remaining chapters cover specific and practical help with various aspects of case method instruction: (3) "Cases as Instructional Tools"; (4) "Writing Your Own Case"; (5) "Preparing Students To Learn with Cases"; (6) "Preparing to Teach with Cases"; (7) "Teaching a Case"; (8) "Beyond Cases: Expanding Perspectives with Follow-up Activities"; (9) "Evaluation in the Case Method Classroom: Setting Standards"; and (10) "Evaluation in the Case Method Classroom: Materials and Strategies." Also included are six appendices containing individual cases, along with teaching notes, study questions, and references for each case.

Watkins, Beverly T. (1990).  To Enhance Prestige of Teaching, Faculty Members Urged to Make Pedagogy Focus of Scholarly Debate.  Chronicle of Higher Education, 37 n9 pA11, 12 Oct 31 1990. 

At a recent conference, it was proposed that college teaching will be considered a scholarly activity only when professors conceptualize pedagogy as tightly linked to scholarship, that the core curriculum provides an opportunity to communicate about pedagogy, and that faculty should discuss instruction as freely as they do research.

Watkins, James Ray, Jr. (1999).  Hypertextual Border Crossing: Students and Teachers, Texts and Contexts.  Computers and Composition, 16, 3. 

Offers a narrative of the collaborative creation of a HyperCard hypertext called the E.A.R., and describes how the ideas developed in that project were adapted into a first-year composition course. Hopes to gain insight into both the larger aims of the border crossings central to bell hooks' ongoing project and the more local goals of hypertext pedagogy.

Watkins, Megan (1999).  Policing the Text: Structuralism's Stranglehold on Australian Language and Literacy Pedagogy.  Language and Education, 13, 2. 

Reports on a study of the implementation of a structuralist approach to teaching text in elementary school classrooms in Australia. Examines the pedagogic practice of one teacher, highlighting the impact of a restrictive and reductive approach to text on her teaching methodology.

Watkins, Steve (1996).  World Wide Web Authoring in the Portfolio-Assessed, (Inter)Networked Composition Course.  Computers and Composition, 13, 2. 

Argues for having first-year composition students "publish" electronic portfolios on the World Wide Web. Provides background on attaining a computer-mediated pedagogy that accounts for its electronic presence and transcends traditional classroom practice. Presents an actual electronic portfolio. Concludes that making an electronic portfolio may be a step toward an epistemological transformation in both student writing and writing pedagogy.

Watkins-Goffman, Linda; Berkowitz, Diana (1991).  Putting Grammar in Its Place in the ESL Curriculum.  Research & Teaching in Developmental Education, 8, 1. 

Reviews the literature on grammar instruction in English-as-a-Second-Language (ESL) classes, highlighting the concerns of ESL students in communicating ideas in written English and the way in which overconcern with grammatical precision can impede the flow of ideas. Concludes that contextualization is the most effective pedagogy.

Watson, Marsha (1996).  Teaching To Learn: WAC, Composition, and Engineering Classrooms. 

A writing instructor whose assignment was to put into place a writing across the curriculum (WAC) project at the University of Wisconsin at Milwaukee's engineering college quickly found that this would be a difficult task, especially the prompting of a student-centered writing intensive pedagogy. The undertaking was broken into two steps: the first component involved bringing the engineering faculty together to create discipline-specific writing standards which shared basic notions about the qualities of competent writing, while the second component focused on less concrete goals--real change needed an intensive WAC program which could "get at the discipline from the inside out." A team teaching experience was not a success for several reasons: there was too much difference in professional rank on the team; the faculty member the instructor was collaborating with was not really focused on the same issues; and that faculty member perceived writing as an add-on, not as an actual part of the course. The root of the failure was the clash between the subtle disciplinary hierarchies unconsciously adopted, which leads to a "cross-disciplinary" approach to WAC programs. Successful WAC programs strive instead for interdisciplinarity, established by close collaboration between disciplines which produces a high level of content integration and mutual integration of organizing concepts and methodologies. | [FULL TEXT]

Waxman, Hersholt C.; And Others (1995).  Investigating the Pedagogy of Poverty in Inner-City Middle Level Schools.  Research in Middle Level Education Quarterly, 18, 2. 

Conducted observations of 90 teachers and 356 students from 16 inner-city middle level schools. Data indicate that students were typically involved in whole-class instruction and not interacting with either their teacher or other students. Students rarely selected their own instructional activities and were generally very passive. Teachers spent little time interacting with students or encouraging them to succeed.

Waxman, Hersholt C.; Padron, Yolanda N. (1995).  Improving the Quality of Classroom Instruction for Students at Risk of Failure in Urban Schools.  Peabody Journal of Education, 70, 2. 

After discussing the poor quality of classroom instruction for at-risk urban students, the paper examines risks associated with failure, current instructional practices in poor urban schools, and instructional approaches that have improved the education of at-risk students (critical/responsive teaching, cognitively-guided instruction, and technology-enriched instruction).

Wayne, Andrew J. (1999).  Teaching Policy Handbook: Higher Passing Scores on Teacher Licensure Examination. Working Paper. 

This paper provides information about teacher quality proposals that are drawing attention from state and local lawmakers. For each proposal, the paper uses the following framework to organize evidence: definition or explanation of the policy, rationale, trends, evidence, and key issues. The paper demonstrates how the framework would organize evidence about setting higher passing scores on teacher licensure examinations, noting that some people believe that raising the passing score is a means of promoting higher teacher quality. The paper justifies testing related to subject matter, pedagogy, content pedagogy, basic skills, and general knowledge. Courts have not required states to show that students can learn more from teachers with higher scores on licensure examinations. However, a small group of studies of student achievement have assessed the importance of teachers' tested knowledge, and results show that teachers' tested knowledge is an important quality indicator. Raising passing scores will affect the quality of the teaching force, though the overall effect will probably be modest, and this effort will reduce teacher supply. Recent data suggest that disadvantaged students will be either the beneficiaries or those most negatively affected if higher passing scores are implemented. | [FULL TEXT]

Webb, Janis (1993).  Academic Support for Non-Traditional Students. Centre for the Study of Higher Education Research Working Papers, 93.7. 

Recent changes to the student profile in higher education and calls for improved graduation rates and better quality graduates have caused consternation among academics. Greater access to higher education by non-traditional groups is supported both ideologically and pragmatically. However, the disparate needs of such a student population has led to concern about the capacities of institutions and individual staff and students to meet the simultaneous calls for accountability. This paper argues for student support centers to assist transition to, and progress through, a course of study. A pedagogical stance appropriate for underpinning the operations of such a center is suggested, and the practical implications of the pedagogy are considered. Two propositions are discussed. First, initiatives which have led to the expansion of the student profile in higher education should be complemented by the provision of appropriate programs which assist students to meet the demands of study at the higher education level. Second, the approaches used by student support centers are critical for non-traditional students in linking educational access to academic success. Developing a cogent pedagogy to underpin the operations of these centers is essential, or else the services provided are likely to be ad hoc and consequently, much less efficient and effective. Contains 51 references.  | [FULL TEXT]

Webb, Kathie; Blond, Janet (1995).  Teacher Knowledge: The Relationship between Caring and Knowing.  Teaching and Teacher Education, 11, 6. 

Presents stories describing one teacher's knowledge in practice, arguing for the epistemological role of caring in teaching. The teacher's narratives describe what she knows from having caring relationships with her students and how that alters her pedagogy. The paper suggests that complex relationships between caring and knowing involve constant reflection.

Weber, Suzanne (1999).  Using the Science Misconceptions Research To Address Science Teaching Misconceptions. 

This study describes how the lesson plans of preservice teachers differed from the inductive learning cycle planning model, and relates these differences to persistent naive conceptions about effective science pedagogy held by preservice teachers. Strategies based on the science misconceptions literature that methods instructors can use to encourage the understanding and use of inductive learning cycle instruction by beginning teachers are suggested. The study concludes that preservice teachers majoring in secondary science education like and prefer traditional teaching methods while elementary and middle school preservice teachers find traditional methods boring and ineffective. | [FULL TEXT]

Wedekind, Almute (1993).  German Folk Dances: An Innovative Teaching Tool.  [Mid-Atlantic Journal of Foreign Language Pedagogy] 

This paper proposes the incorporation of folk dances into the German curriculum on all instructional levels, from kindergarten to college. Learning and performing folk dances provides students not only with cultural information about foreign countries but also with specific structural features of the foreign language. The teacher can select certain dances to teach numbers, prepositions, grammatical cases, imperative forms, etc. Additionally, current publications on the topic of teaching folk dances are evaluated and discussed, including booklets and videos available in the United States. | [FULL TEXT]

Wedman, Judy M.; And Others (1990).  Effect of Orientation, Pedagogy and Time on Selected Student Teaching Outcomes.  Action in Teacher Education, 12, 2. 

Describes the results of a nine-week inquiry-oriented student teaching program designed to help preservice teachers become reflective practitioners. Five program components were teaching, supervisory conferences, seminars, journal writing, and action research. Results indicated that teachers grew in reflective thinking practices when programs fostered reflective outcomes.

Wedman, Judy M.; And Others (1996).  The Effect of Jigsaw Teams on Preservice Teachers' Knowledge of Reading Pedagogy and Concerns about Group Learning in a Reading Methods Course.  Reading Improvement, 33, 2. 

Examines differences in achievement between preservice teachers who learned word recognition content and pedagogy in expert-jigsaw groups and those who learned in a traditionally taught reading methods course. Finds that both groups learned; however, the jigsaw groups' essay posttest indicated significantly different achievement results. Suggests that jigsaw teams are an effective alternative to lecture/format.

Wegerif, R.; Mercer, N.; Dawes, L. (1998).  Software Design To Support Discussion in the Primary Curriculum.  Journal of Computer Assisted Learning, 14, 3. 

Presents a framework for integrating pedagogy and software design and evaluates the framework by designing two educational programs to be used in coaching exploratory talk in small group work in citizenship and science. Results show that combining software design with off-computer coaching of exploratory talk enhances computer interaction and that computers can stimulate collaborative learning.

Weigert, Kathleen Maas (1998).  Academic Service Learning: Its Meaning and Relevance.  New Directions for Teaching and Learning. 

Academic service learning contributes to the renewal and satisfaction of faculty, offers new opportunities to think more consciously and creatively about relationships (faculty/student, disciplinary/interdisciplinary knowledge, campus/community), presents opportunities to contribute to the field's development, and offers a vehicle to faculty, students, and community partners for responding collaboratively to critical issues.

Weiler, Kathleen (1991).  Freire and a Feminist Pedagogy of Difference.  Harvard Educational Review, 61, 4. 

A feminist critique of Freire's liberatory pedagogy questions his assumption of a single kind of experience of oppression. A feminist pedagogy enriches Freire's approach by questioning the role and authority of the teacher, recognizing the importance of personal experience as a source of knowledge, and exploring the perspectives of different races, classes, and cultures.

Weimer, Maryellen (1993).  The Disciplinary Journals on Pedagogy.  Change, 25, 6. 

Analysis of journals within the academic disciplines that address pedagogical issues suggests that many articles contain information and ideas useful across discipline boundaries and that content focuses on teaching technique. Recommendations are made to enhance the quality, credibility, and prestige of the periodicals.

Weinbaum, Alexandra (1996).  Participatory Assessment in Afterschool Programs. Summary Report. 

This publication documents a participatory assessment project conducted from 1993 to 1995 with four afterschool programs in New York City. Key questions were whether the assessment project would develop the capacity of program staff to assess their own projects and whether the programs were successful in supporting the literacy development of the young people they served. Also considered were aspects of the programs positively associated with literacy development and lessons about the effectiveness of participatory assessment. Chapter 1 discusses the conceptual framework of the participatory assessment process and how it was implemented in this study. Chapter 2 describes the philosophical framework underlying the four programs and provides brief project profiles. These programs were characterized by a focus on young people as resources, not problems, and on literacy as involving many different practices fostered by active learning approaches. In chapter 3, critical aspects of the assessment process are described, and chapter 4 presents recommendations for participatory assessment projects and for strengthening afterschool and other youth-serving programs that support literacy among young people. The assessment process was effective in helping programs clarify their objectives and evaluate themselves. It also contributed to an understanding of the factors that make afterschool literacy programs successful, including a philosophy of youth and literacy development and a pedagogy that emphasizes teaching for meaning and active participation of the learner in an environment that is not school-like. | [FULL TEXT]

Weinbaum, Batya (1997).  Pedagogy and Ethnicity: The Practice of Performance as Exemplified in the Teaching of Shange and Butler. 

Great theoretical debate has occurred in whether a teacher not of the same biological origin of the author of a text can do justice to the literature of another ethnic or racial group in the class. However, mainstream public university students of largely white populations feel themselves "indoctrinated" in classrooms which have the aim of accomplishing diversity. Reader response theory can be embodied in the practice of performance of selected texts to resolve this problem. The skilled teacher can then deftly move from the students' own presentations to theoretical and historical perspectives, and bypass or subsume resistance in attitudes. Students learn by doing in group work. They report actually beginning to feel like the characters and get a better sense of the author's words.   | [FULL TEXT]

Weinrib, Alice (1992).  New Canadian ESL and FSL Materials in Second Language Pedagogy.  Canadian Modern Language Review, 48, 3. 

This bibliography contains recent Canadian publications, most dated since 1990, related to the teaching of English and French as second languages. It includes curriculum materials such as language practice materials and readers, as well as professional publications, such as books, research reports, and curriculum guidelines. (85 references)

Weinrib, Alice (1997).  A Sampling of Information Sources in Second-Language Pedagogy.  Mosaic, 4, 3. 

Presents a short guide to library resources in second-language pedagogy in Canada. Identifies sources of information primarily used in professional development and research.

Weinstein, Carol S. (1998).  "I Want to be Nice, But I Have to be Mean": Exploring Prospective Teachers' Conceptions of Caring and Order.  Teaching and Teacher Education, 14, 2. 

Surveys of preservice teachers explored their concepts of caring and order. Results indicated that they thought about achieving order in terms of management rather than pedagogy or interpersonal relationships. They saw caring in terms of interpersonal relationships rather than pedagogy or management. There were significant differences by status (student versus beginning teachers) and field (elementary or secondary).

Weinstein, Mark (1990).  Critical Thinking and the Psycho-logic of Race Prejudice. Resource Publication Series 3, No. 1. 

For those who espouse critical thinking as an educational ideal, the issue of race prejudice should be addressed as an obvious and pernicious example of uncritical thinking because to hold racially prejudiced beliefs is to believe without being appropriately moved by reason. This paper attempts to ascertain how and where critical thinking can come to grips with race prejudice by: (1) developing a notion of critical thinking that offers guidance, (2) elaborating on those aspects of the issue that seem to offer possible areas for remediation of prejudiced attitudes through critical thinking, and (3) offering plausible suggestions about how prejudice reduction can be accomplished. Three modes of analysis relevant to critical thinking have been followed by psychologists and sociologists in their explorations of racial prejudice. These modes focus on: world views or transmitted systems of belief reinforced through socialization, faulty generalization based on cognitive processes, and underlying psychodynamic structures. This paper focuses on the pedagogy of the cognitive approach; it reviews central tendencies in the accounts of prejudice offered by cognitive psychologists, with emphasis on the structures and operations that underlie stereotyping. Critical thinking education for remediation of race prejudice must be characterized by the orchestration of information and experience and informed throughout by an awareness of actual and preferred cognitive strategies and the criteria that warrant them. | [FULL TEXT]

Weir, Margaret R. (1999).  Research: Documenting an Urban/Rural Aboriginal Culture. 

During research on cultural differences in Australian Aboriginal and Torres Strait Islander pedagogy, it became obvious that the lack of an Aboriginal or Torres Strait Islander cultural typology was impeding research progress. The author's cultural heritage group, the Malara People, a subgroup of the Bandjalang People of northern New South Wales, agreed that their oral history heritage could be documented and used for educational purposes. Data were collected from three reference subgroups through interviews, group discussions, and general conversation. Using phenomenological analysis, a cultural typology was constructed in accord with Malara People's knowledge transmission guidelines, in which knowledge is available to all or is limited to Aboriginal persons, Malara People, family members, or those who have the right to know sacred information. Material on the Malara People's world view was organized into five categories depicted as circles: clan law based on the Creator's laws, knowledge as beliefs, values, behavioral norms, and Malara People's teachings that underpin both spiritual and practical learning. Research problems arose because Western methodological frameworks are based on theoretical principles inconsistent with the spiritual and theoretical principles of the Malara People. The broad principles of reflexivity were less inappropriate than other commonly used frameworks. | [FULL TEXT]

Weis, Lois, Ed.; Fine, Michelle, Ed. (1993).  Beyond Silenced Voices: Class, Race, and Gender in United States Schools. 

This book presents the following 16 papers addressing race, class, and gender in U.S. education; institutionalized power and privilege; and policies, discourses, and practices that may silence powerless groups: (1) "Breaking through the Barriers: African American Job Candidates and the Academic Hiring Process" (Roslyn Arlin Mickelson, Stephen Samuel Smith, and Melvin L. Oliver); (2) "Gifted Education and the Protection of Privilege: Breaking the Silence, Opening the Discourse" (Mara Sapon-Shevin); (3) "Testing and Minorities" (Walter Haney); (4) "Sexuality, Schooling, and Adolescent Females: The Missing Discourse of Desire" (Michelle Fine); (5) "Empowering Minority Students: A Framework for Intervention" (Jim Cummins); (6) "The Silenced Dialogue: Power and Pedagogy in Educating Other People's Children" (Lisa D. Delpit); (7) "Joining the Resistance: Psychology, Politics, Girls, and Women" (Carol Gilligan); (8) "Voices of Resistance: Young Women Readers of Romance Fiction" (Linda K. Christian-Smith); (9) "Disruptions: Improper Masculinities and Schooling" (R. W. Connell); (10) "Choices, Not Closets: Heterosexism and Homophobia in Schools" (Richard A. Friend); (11) "White Male Working-Class Youth: An Exploration of Relative Privilege and Loss" (Lois Weis); (12) "Dropouts and the Silencing of Critical Voices" (Robert B. Stevenson and Jeanne Ellsworth); (13) "Resisting Racism: Personal Testimonies of African-American Teachers" (Michele Foster); (14) "Constructing Race at an Urban High School: In Their Minds, Their Mouths, Their Hearts" (Judy Cohen); (15) "The College Experience of Native Americans: A Critical Analysis" (William G. Tierney); and (16) "Beyond the Poverty of Theory in Race Relations: Nonsynchrony and Social Difference in Education" (Cameron McCarthy). An index, information on the contributors, and notes for each paper are provided.

Weiser, Irwin (1992).  Ideological Implications of Social-Epistemic Pedagogy.  Composition Studies/Freshman English News, 20, 2. 

Defines social rhetorics as emphasizing the inherent ideological nature of language. Discusses the assumptions of three pedagogies associated with social rhetorics: collaborative writing, writing across the curriculum, and cultural studies. Describes the teacher's role in each pedagogy.

Weiskopf, Joyce Lowry (1997).  The Sun's Joules: What is Renewable Energy? An Introduction to "The Sun's Joules" CD-ROM and Energy Education Program. 

This guide accompanies a compact disk that provides a comprehensive collection of information resources. The compact disk is organized according to energy sources and cross-referenced to issues that must be considered when making decisions about energy. This booklet, designed around questions common to high school students, illustrates how the compact disk can enable students to find answers to their questions and form opinions based on facts. The activities directly support the content and pedagogy in science curricula that address the need for more students to study science and for all students to develop scientific literacy. The six activities focus on the use of renewable resources and the effects on society. Activities are the following: "What Is Renewable Energy?"; "Why Do We Need Options?"; "What Is Energy Efficiency?"; "What Is the Environmental Cost of Energy?"; "How Can Passive Solar Be Used in Home Construction?"; "How Can Motor Vehicles Use Renewable Energy?"

Weiss, Iris R. (1994).  A Profile of Science and Mathematics Education in the United States: 1993. 

The 1993 National Survey of Science and Mathematics Education, which involved approximately 6,000 teachers in grades 1-12, was designed to provide up-to-date information and to identify trends in the areas of teacher background and experience, curriculum and instruction, and the availability and use of instructional resources. Some questions addressed were: (1) How well prepared are science and mathematics teachers in terms of both content and pedagogy; (2) To what extent do teachers support reform notions embodied in the National Council of Teachers of Mathematics (NCTM) Standards and the National Science Education Standards; (3) What are teachers trying to accomplish in their science and mathematics instruction and what activities do they use to meet these objectives; and (4) What are the barriers to effective and equitable science and mathematics education? Data from the survey indicate: (a) science and mathematics education is moving closer to current reform ideas in some areas; (b) lack of content preparation appears to be a major barrier for elementary teachers; (c) the use of hands-on activities has increased, especially in elementary mathematics; (d) inadequate facilities and equipment and lack of money to purchase consumable supplies continue to be barriers; and (e) the goal of quality education for "all" students is far from becoming a reality. | [FULL TEXT]

Weiss, Joel (1992).  The Muse as Educator. 

Many educators look upon schools as the exclusive site at which meaningful learning can take place. Those educators would benefit from seeing the possibilities offered by non-school environments. This paper argues that the museum is a full-fledged educational institution, and focuses on how the museum may be seen as a site for the inquiries of educational researchers. For example, the museum provides a wide-ranging laboratory because the learning conditions are different from most school situations. A museum is a setting where learning is voluntary, self-paced, and exploratory. In such a setting researchers are enabled to understand more about what people pay attention to and why, and for how long. It also is argued that museums offer fresh perspectives for researchers to explore questions concerning curriculum, pedagogy, subject matter, and milieu. What researchers discover about the educational process that takes place in museums can help them to understand and shape school-based learning. | [FULL TEXT]

Weiss, Timothy (1993).  "The Gods Must Be Crazy": The Challenge of the Intercultural.  Journal of Business and Technical Communication, 7, 2. 

Argues the need for a conceptual framework to facilitate teaching and investigating intercultural communication. Presents a framework of concepts for pedagogy and research. Includes a core of topics for a unit on intercultural and international communication in a business and technical writing course.

Weiss, William (1996).  Toward a Kiva for the Classroom. 

If students are treated like the fully human beings that they are and facilitate a process wherein they come to realize themselves as integral and empowered members of a living community, then no matter what is being taught, students will respond positively. A composition instructor serving at-risk urban youth in inner-urban Oakland and San Francisco (California) combines Paulo Freire's pedagogy to teach and empower, a "kiva" model for the classroom, and "an attitude." A kiva, in Native American society, is a circular holy place where the young are initiated by elders into the mysteries. The kiva is a way to structurally integrate the idea of community across culture and across time into the very form of the classroom itself. Students in various classes decided the direction the classes would take and created their own canons of primary and secondary sources. The instructor first used a kiva with high school age students to reinforce the autonomy, empowerment, and critical thinking achieved using Freirian pedagogy. The instructor also used the kiva model to teach composition and contemporary social issues during a 5-week summer session at the National Hispanic University. The kiva model was also used at the San Francisco Conservation Corps, a nationwide work-learn program for at-risk urban youth between the ages of 18 and 23. The students decided on the physical arrangement of the room, and that the reading list would incorporate shorter works of all kinds gathered by the students themselves. | [FULL TEXT]

Weitzel, Al (1992).  Assessment in Graded Speech Communication Internships. 

Fundamental differences exist between conceptualizing and operationalizing experiential education, in general, and graded speech communication internship classes-for-credit, in particular. Monitoring participation in experiential activities (including intercollegiate athletics, musical or stage production, publication of the campus newspaper, and student government) is conceptually and operationally very different from assessing learning in a graded speech communication internship. Relying on the judgment of the student's most immediate supervisor runs into problems since that person is probably not an "expert" in speech communication. Another means is to design an entire internship class to assess the quality of learning. There are several advantages to a model with regularly scheduled class meetings of all interns: (1) students seem to take the academic portion of their internships more seriously; (2) the meetings can create a mutual support network among interns and the internship director; (3) as students report their progress, achievements, and problems, other interns learn that they often have similar experiences; and (4) very directed teaching can take place. Students complete 10 short papers during the semester and present them in seminar style to the other members. Such a class incorporates sound pedagogy and simultaneously assesses learning by rigorous standards in an experiential learning context.

Welch, Kathleen E. (1993).  Orality, Classical Rhetoric, and the New Literacy. 

There is no escaping the oral, but many people believe that it is detachable and not central. A dominant, assumed belief conveys the idea that spoken words (like knowledge in writing) are escapable. This belief is held by people who tacitly view speaking as a convenient tool that can be applied as necessary. Scholar-teachers know that it is not the case that language is one more commodity, even though it frequently becomes that. David Bleich explicates the issue in "Subjective Criticism," writing that the public commitment in language training schools is "rooted...in centuries of habitual religious thinking." History is important in the understanding of the spoken, but history is only useful if it is truly understood. When current writing pedagogy uses classical Greek rhetoric, it must acknowledge that rhetoric arose and became powerful in a culture dominated by the triad of slavery, rape, and imperialism, all of which not only informed the culture but enabled the culture to exist. A related pedagogical, oral issue also needs investigation: the revolution in thinking brought about by the electronic forms of consciousness, all of which are oral. While film has been elaborately theorized, video, including television, has not. Writing teachers need to recognize that writing, reading, and television all have oral bases and are not discrete activities to be cordoned off for school or leisure--this requires a change in the general attitude within the discipline of English studies toward writing pedagogy. | [FULL TEXT]

Welsch, Kathleen A. (1992).  Interrogating the Value of Student Voices. 

Composition pedagogy that challenges students to reflect on their participation in discourse communities reveals an attempt by teachers to balance disciplinary concerns with the realities of students' worlds. Such a pedagogy consists of students repositioning themselves in relation to the various discourses which comprise their own ways of speaking. The third and newest edition of the textbook by Sommers and McQuade, "Student Writers at Work and in the Company of Other Writers," reflects a concerted effort to define the academic discourse community as including student writers. The book presents the work of both student and professional writers as collaborative. Although less so than in prior editions, the textbook does tend to emphasize effective writing technique over promoting the development of students' own voices as writers. There is a disjuncture in the textbook's use of questions that highlight technique and discussions of what is valuable in professional writers' work. To its credit, the third edition of "Student Writers" seeks to balance student voices with professionals by pairing essays by students and professionals in order to address a particular literary technique. The book repositions student voices, foregrounding student writers as experts who have something valuable to offer the discourse community.

Wendt, Ronald F. (1994).  Learning to "Walk the Talk": A Critical Tale of the Micropolitics at a Total Quality University.  Management Communication Quarterly, 8, 1. 

Describes a case study of a major university implementing a total quality management (TQM) program. Finds that TQM hegemony has a potential to privilege passive, bounded, regimented, and efficiency-focused thinking over critical, self-reflective, strategic, and creative thinking; and to replace experimentation, the inherent value of ideas, and critical-creative pedagogy with efficiency, cost effectiveness, and productivity.

Wesley, Scott (1993).  Job Analysis of the Knowledge Important for Newly Licensed Teachers of English. The Praxis Series: Professional Assessments for Beginning Teachers. 

A job analysis was conducted to define the knowledge domain in which newly licensed (certified) English teachers must be knowledgeable to perform competently. The results of the job analysis were to be used to develop test specifications for the Subject Assessment in English of the Praxis Series: Professional Assessments for Beginning Teachers. A draft version of 94 knowledge statements in 3 major content areas was prepared by the Educational Testing Service and submitted to 11 subject-matter experts. Their revisions were reviewed by an Advisory Committee, resulting in an inventory of 110 knowledge statements grouped into the 4 categories of literature, language and linguistics, rhetoric and composition, and pedagogy specific to English. The revised domain was subjected to verification and refutation through a national survey of 510 teachers, 259 college faculty, and 52 school administrators. A follow-up study with an additional 350 educators focused on relatively new teachers. A cut point was established for inclusion in the final domain. In all, 19 of the 110 statements did not meet the 2.50 criterion for inclusion in establishing test specifications. Seven appendixes, with three appendix tables, provide supplemental information about the study, including the survey questionnaire. | [FULL TEXT]

Wessels, Michael G. (1994).  The Role of Peace Education in a Culture of Peace: A Social-Psychological Analysis. Peace Education Miniprints No. 65. 

This paper analyzes the role of peace education in the creation of a culture of peace from the standpoint of social psychology. To meet the current challenges to peace, it is necessary to develop programs of research, education, and intervention that are as systemic and multidimensional as violence itself. The United Nations Educational, Scientific, and Cultural Organization's (UNESCO) nascent culture of peace program offers promise in this regard. UNESCO's program is an integrated approach to peace building and post-conflict reconstruction. Peace education programs that support a culture of peace should embody these five major principles: (1) to produce systemic change, peace education must be integrated across a variety of social levels; (2) cooperative orientations are essential components of the psychological substrate for a culture of peace; (3) cooperation on superordinate goals shared by groups and individuals in conflict provides one of the best means of reducing and preventing destructive conflict; (4) empathy and multicultural understanding must be integrated into programs of peace education; and (5) there must be a thorough reorientation of the structure, content, and pedagogy of peace education toward positive peace. | [FULL TEXT]

West, P. R. (1994).  The Recruitment, Selection, Occupational Adjustment, Development and Retention of Culturally Diverse Educators: A Mandate for Inclusion in the Academic Professions. 

Building an appreciation and respect for others is an important educational goal in an increasingly global society. Several methods can be used to promote these goals such as cross cultural teacher training and hiring culturally diverse teachers. Cultural competency can help both mainstreamed and culturally diverse students, and role modeling is an effective method to use in teaching students cultural competencies. Thus, obtaining culturally diverse employees should remain a priority until all teachers can be trained to teach from a multicultural perspective. The task of recruiting, selecting, hiring, and retaining culturally diverse educators, however, poses special problems for most personnel offices. Cultural competency among many teachers may be limited by their desire to learn, and their pedagogy affected by whether they value diversity or not. Generally K-12 hiring practices can be classified as: best qualified, affirmative action, or otherwise qualified. All of these are in accord with equal employment opportunities if practiced properly. Through a variety of occupational adjustment, professional development, and intervention strategies, school districts may be able to retain higher percentages of the culturally diverse educators they hire. The situation in the Worthington (Ohio) City Schools illustrates the need for using equalization formulas to protect culturally diverse employees. A chart explaining these formulas is included and "Exemplar Recruitment/Retention Plans for Culturally Diverse Educators in the State of Ohio" is appended as well as copies of news articles. | [FULL TEXT]

West, Thomas (1996).  "Changing Habits of Thinking": An Interview with Joseph Harris.  Writing on the Edge, 7, 2. 

Interviews the editor of "College Composition and Communication" regarding his perspective on the current state of composition studies and his sense of where the field might be headed. States that he advocates methodologies that "engage with the views and experiences of students." Finds that his contributions to the field suggest ways that notions about pedagogy might be revised.

Weston, Beau (1995).  Teaching American Denominational Religion: Pedagogy for a Pluralist Age.  Teaching Sociology, 23, 2. 

Maintains that an effective way to increase student interest in the sociology of religion is to have them engage their own denominational traditions. Asserts that, for this approach to work, the instructor must be equally engaged, equally accountable, and equally vulnerable.

Wetzel, Keith; And Others (1996).  Innovations in Integrating Technology into Student Teaching Experiences.  Journal of Research on Computing in Education, 29, 2. 

Describes the implementation of a project to prepare mentor and student teachers to teach mathematics and science through the integration of multimedia technology and pedagogy. Evaluation of project training and implementation found that student teachers were better prepared to integrate technology and that mentor teachers changed how they taught mathematics and science.

Weyenberg, Dar (1998).  The Construction of Feminist Pedagogy in Nursing Education: A Preliminary Critique.  Journal of Nursing Education, 37, 8. 

Examines dominant features of feminist pedagogy as it is constructed in nursing education; explores the perceived superiority of feminist pedagogy over traditional models of education; and focuses on the problematic rhetoric and conceptions of empowerment.

Whaley, Liz; Dodge, Liz (1993).  Weaving in the Women: Transforming the High School English Curriculum. 

Suggesting that many works by and about women are available, accessible, and necessary to balance the high school English curriculum, this book offers diverse selections from women writers and introduces practical ideas on how to integrate them into the curriculum. Multicultural and feminist, the book is intended for teachers already engaged in designing an inclusive high school English program and for people studying to be English teachers. Chapters in the book are: (1) Why Study Women?; (2) Modifying Pedagogy; (3) Grades 9 and 10; (4) American Literature: Seventeenth and Eighteenth Centuries; (5) American Literature: Nineteenth Century; (6) American Literature: Early Twentieth Century; (7) Contemporary American Literature; (8) English Literature: 700 to 1850; (9) English Literature: 1850 to the Present; (10) Teaching Novels; (11) A Women's Literature Course; and (12) Evaluation. Each chapter ends with annotated lists of further reading for students and resource books for teachers. An epilogue ("What's Gained? What's Lost?"), an annotated list of 87 anthologies and resource books, and a list of 124 novels for pleasure reading are attached.

Wheeler, Patricia (1990).  Assessment of Laboratory Skills of Science Teachers via a Multi-Methods Approach. 

A science laboratory skills performance assessment for elementary and secondary school science teachers in California, using a multi-methods approach, is described. Seven domains of teacher performance identified included: pedagogy, content, materials and equipment, management, knowledge of students, climate, and communication. Within each domain, between two and nine elements/categories of performance were identified. For each element, indicators that describe specific teacher knowledge, skills, and behaviors were written for use in assessing performance. Student behaviors that reflect teacher performance in certain areas were included as part of some indicators. Domains, elements, and indicators are the basis of the assessment. The primary data collection method used was observation; other methods used include interviews and questionnaires. Selection and education of observers insures a contingent of experienced, well-trained evaluators. The 2-day training includes review of the evaluation technique; role play; and group review of procedures, guidelines, and videotapes of acceptable and unacceptable performance levels. Trainers assess each trainee on properly conducting a conference, using prompts and recording responses, recording evidence and notes properly for the observation, sorting the information by elements in a reasonable manner, making sound remarks and judgments based on the information, and filling in forms in a clear and complete manner. | [FULL TEXT]

Whitaker, Elaine E. (1993).  A Pedagogy to Address Plagiarism.  College Composition and Communication, 44, 4. 

Presents strategies and methods by which writing teachers can openly address the potential problem of plagiarism. Details specific methods used by one teacher to train students how to quote and cite materials without plagiarizing.

Whitaker, George W. (1995).  Freshman Composition and the Computer--Total Immersion. 

In 1992, the English Department of Florence-Darlington Technical College, in South Carolina, initiated a freshman composition program utilizing computer word processing in a full-term writing workshop format. The program includes 12 to 16 sections of English 101 taught in classrooms containing 22 networked computers, while software consists of WordPerfect 5.1 and an electronic dictionary. The program was based on the need to incorporate viable technical skills into humanities instruction and ensure that students graduate with written communication skills. Other aspects of the program include the following: (1) every student in every degree program must take the course, receiving a minimum of 45 hours of experience writing on a computer under tutorial supervision; (2) every student receives individualized instruction focusing upon his or her unique strengths and weaknesses; (3) every student is engaged in the continuous process of revision, thus generating better quality writing; (4) the teacher is able to read and comment upon each essay several times; (5) since students prepare and submit assignments on a continuous basis, individual learning paces are possible; (6) the teachers spend very little time talking about writing, and students spend almost all their time actually writing; and (7) instruction can also be included in information access/use and writing skills required by the job-search process. While this approach is a departure from traditional pedagogy, the computer facilitates students' creative thought process, while the program addresses students' tangible and educational needs. | [FULL TEXT]

White, Cameron (1999).  Transforming Social Studies Education: A Critical Perspective. 

What is social studies but the preparation of an active, informed, and critical citizenry? Primarily, the social studies should not rely on memorizing questionable "facts," but should focus on transformative approaches that allow critical analysis and problem solving on issues within history, government, and economics. Noting that elementary social studies has been relegated to add-on curriculum and that secondary social studies is traditional to the point of becoming meaningless, this book contends that if educators and parents are truly interested in a citizenry capable of critical thinking, problem solving, and active involvement, then new approaches must be encouraged. This book suggests a transformation of social studies education. Its 22 chapters offer a critical perspective toward a variety of issues in social studies education, including constructivism, technology integration, teacher education, multiculturalism, and inquiry learning. Chapters present critical analysis of an issue and ideas for practical application. Contains an afterword and a selected bibliography.

White, John Howell (1998).  Pragmatism and Art: Tools for Change.  Studies in Art Education, 39, 3. 

Argues that neopragmatism can provide art educators with theoretical perspectives to guide interpretations of works of art, pedagogy, and curriculum. Notes ways in which neopragmatist strategies would open art education to new forms of inquiry. Uses an analysis of Gerhard Richter's "October 18, 1977" to show how neopragmatic pedagogy would function.

White, Rodney (1999).  A Primer on Pedagogy: Basic Methodology for the Beginning Social Studies Teacher.  Southern Social Studies Journal, 25, 1. 

Discusses four teaching methods that are fundamental to social studies instruction: (1) the lecture method; (2) guided discussion; (3) reading skills instruction; and (4) project-based instruction. Explains that these methods enable teachers to vary instruction, meet the needs of diverse learners, and develop student understanding.

White-Hood, Marian (1994).  Beyond the Generation Gap: A Thoughtful Pedagogy.  Schools in the Middle, 4, 1. 

Responding to the needs of estranged youth, a group of Benjamin Tasker Middle School teachers created the Thoughtful Pedagogy Model. The program allows adolescents to reconstruct images of the adult world through self-exploration; participate in field trips, assembly programs, and adult/adolescent bonding activities; and experience the love and caring of successful role models.

Whitney, Shawnlee A., Ed. (1997).  National Developmental Conference on Individual Events Addressing Individual Events, NFA Lincoln-Douglas Debate, and NPDA Parliamentary Debate Conference Proceedings (3rd, Houston, Texas, August 13-16, 1997). 

This proceedings presents 19 papers delivered a National Developmental Conference on Individual Events, addressing individual events, Lincoln-Douglas debate, and parliamentary debate. After presenting the conference schedule, the list of attendees, and resolutions, papers in the proceedings are: "The Ghostwriter, The Laissez-Faire Coach, and the Forensic Professional: Negotiating the Overcoaching vs. Undercoaching Dilemma in Original Contest Speeches" (James J. Kimble); "Professionalism and Forensics: A Matter of Choice" (Larry Schnoor and Bryant K. Alexander); "Creating Space for the Physically Challenged Competitor in Individual Events" (David L. Kosloski); "Creating an Individual Events Judging Philosophy" (Jeff Przybylo); "Challenging the Conventions of Oral Interpretation" (Chris S. Aspdal); "Returning to Our Roots: A New Direction for Oral Interpretation" (Trischa Knapp); "Developing Functional Standards as a means to Greater Accessibility in NFA-LD" (John M. Devine); "Maintaining the Status Quo: Recommendations for Preserving Public Argument in Parliamentary Debate" (Steven L. Johnson); "Forensics Fellows: Integrating Faculty Participation into Intercollegiate Parliamentary Debate Programs" (Lewis E. Rutledge); "Presumption in Parliamentary Debate: Examining Whately's Ideas and Their Application to an Emerging and Evolving Debate Style" (Tammy Duvanel Unruh); "Forensics Education and Tournament Management" (Joel Hefling); "Equal Opportunity?: The Impact of Specialized Tournaments on Forensics Pedagogy, Forensics Professionals, and the Forensic Laboratory" (Scott Jensen); "Judge Agreement and Student Rotation: A Real-Life Study of the 1990 DSR-TKA National Forensics Tournament" (Vicki L. Karns); "AFA-NIET: The Culture of Qualifying and Its Effects on Forensics" (Daniel A. West); "Teaching and Coaching Individuals: The Use of Learning Styles in Forensics Coaching" (Thomas Bartl); "Solving for a Healthy Future: Creating National Standards for Training Future Directors of Forensics" (Thomas A. Workman); "New Directions for Public Speaking: The Perfect Pendulum Swings" (M'Liss S. Hindman); "Fisher's Narrative Paradigm Theory: A Model for Differentiating After Dinner Speaking from Informative and Persuasive Speaking" (C. Thomas Preston, Jr.); and "If It's Problem-Cause-Solution This Must Be Persuasive Speaking: Are We Short-changing the Art of Persuasion?" (Shawnalee A. Whitney). | [FULL TEXT]

_____. (1992).  Why Excellence in Teacher Education? Conversations with Policymakers and Education Leaders. Advancing the Agenda for Teacher Education in a Democracy. Comments on Goodlad's "Teachers for Our Nation's Schools." Exxon Education Foundation Forum (Washington, D.C., November 13-14, 1990). 

The focus of these forum proceedings is education reform and the power that teachers hold to shape lives. Questions addressed by attendees included: Why the simultaneous renewal of schools and schools of education? How do we achieve reform? How do we assure the implementation of John Goodlad's agenda for change outlined in "Teachers for Our Nation's Schools?" What strategies must business leaders and school leaders take to implement change? What about the strategies for higher education leaders and state leaders? What is the next step? The booklet is organized into two parts. The first, "Education Reform versus Reality," reports on teacher education as a national problem and on Goodlad's book, "Teachers for our Nation's Schools." This part also includes a conversation with Goodlad. Part II, "The Dimensions of Change," examines: the relationship between teacher education reform and school reform; the higher education connection--a center of pedagogy; greater accountability for teacher education; current debate over licensing teachers; the federal/state contexts; and working toward collaborative dialogue. This section also features "Spotlight on Wyoming: Goodlad's Postulates at Work." The conclusion suggests steps to take next. | [FULL TEXT]

Wickliff, Gregory; Tovey, Janice (1995).  Hypertext in a Professional Writing Course.  Technical Communication Quarterly, 4, 1. 

Presents a rationale and method for introducing a hypertext authoring assignment in a professional writing course in computer-aided publishing. Describes a rhetorically centered pedagogy that incorporates portfolio assessment, collaborative authoring, and real world projects for teaching hypertext within the context of situated problem-solving theory.

Wieczorek, Joseph A. (1991).  Theory and Practice for Spanish (Ir)regular Verbs.  Hispania, 74, 4. 

Addresses (1) how to characterize and organize Spanish verb morphology within Natural Generative Grammar, and (2) how such an organization leads to implications for second-language pedagogy, specifically, of verb classification according to a thematic-athematic distinction. (46 references)

Wieczorek, Joseph A., Ed. (1993).  Foreign-Language Pedagogy: Practical Applications to Theoretical Concerns. Selected Papers from the Loyola College Conference Entitled "Bridging Theory and Practice in the Foreign-Language Classroom" (Baltimore, Maryland, October 18-20, 1991).  [Mid-Atlantic Journal of Foreign Language Pedagogy] 

Papers from the conference include the following: "Activites orales et motivation dans l'etude du vocabulaire d'une langue etrangere (Oral Activities and Motivation in the Study of Vocabulary in a Foreign Language)" (M. Guisset); "Bridging High School and College Classes through the Multicultural Approach: The Case of Francophone Africa" (T. Mosadomi); "Foreign Language Education in the Middle School: A Special Education Teacher's View" (M. G. M. Finamore); "German Folk Dances: An Innovative Teaching Tool" (A. Wedekind); "How Can a Mess Be Fine? Polysemy and Reading in a Foreign Language" (H-W. Kang); "Interactive Pedagogy in a Literature Based Classroom" (V. Mayer); "Language Telecourses for Adults--Pros and Cons" (M. S. Pearlman); "Les Santons de Provence: Inspiration for an Interdisciplinary Project" (L. L. Lucietto); "More than a Required Skill in Today's Curriculum: Critical Thinking and Collaborative Learning in Foreign Languages" (C. E. Klein); "Music as a Means to Enhance Cultural Awareness and Literacy in the Foreign Language Classroom" (J. W. Failoni); "Near Immersion Results in One-Third of the Time" (J. Lang); "On Organizing a Learner-Centered Advanced Conversation Course" (D. Guenin-Lelle); "Opera and Art in the French Foreign Language Classroom" (L. Hekmatpanah); "Strategies for Producing a Video-Letter in the Foreign Language Classroom" (M. F. Dominguez); "The Language of Language: An Interdisciplinary Approach to Language Learning" (J. T. Mann); "Towards Teaching French Civilization in Context: A Technology-Aided Approach" (E. L. Corredor); and"Where Is the Text? Discourse Competence and the Foreign Language Textbook" (M. A. Kaplan, E. Knutson). | [FULL TEXT]

Wien, Carol Anne (1997).  A Canadian in Reggio Emilia: The May 1997 Study Tour.  Canadian Children, 22, 2. 

Details visit that demonstrated education principles of preschools in Reggio Emilia, Italy. Highlights six principles: (1) documentation to keep past alive; (2) relationality to understand how connections are built; (3) reciprocity to suggest different treatment of time; (4) collaboration to relate child to community; (5) transparency to build beauty and expand reference points; and (6) "progettazione," pedagogy of listening.

Wien, Carol Anne (1998).  Towards a Pedagogy of Listening: Impressions of the Centre for Early Childhood Education, Loyalist College, Belleville, Ontario.  Canadian Children, 23, 1. 

Highlights impressions of the Centre for Early Childhood Education, the Centre's recent work to interpret the philosophy of the Reggio Emilia approach, and examples of how the centre has transformed its practice within a Canadian context. Relates impressions of their environment, traces several examples in the development of the environment, and describes the staff's ongoing experience with documentation.

Wilcox, Sandra K.; And Others (1992).  Influencing Beginning Teachers' Practice in Mathematics Education: Confronting Constraints of Knowledge, Beliefs, and Context. 

This paper compares and contrasts cases of three beginning teachers, graduates of a teacher education program that included an intervention component designed to change prospective elementary teachers' knowledge and beliefs about mathematics education. The goal of the intervention (a sequence of three mathematics courses, a methods course, and a curriculum seminar) was to develop a more conceptual level of knowledge about mathematics itself and about the learning and teaching of mathematics. Each subject is described as both student and teacher of mathematics. Analysis focuses on ways in which knowledge and context influenced choices made by these novice teachers. Each new teacher faced responsibility for teaching multiple subject matter; deciding on the mathematical content children should have an opportunity to learn; creating mathematical tasks; and using instructional time given multiple and competing goals. Differences appeared in choices made in response to these issues. Choices were influenced by an interaction of views about knowledge and pedagogy and the degree to which context was perceived as a constraint. A question is raised regarding the nature of support required in the induction years if new teachers are expected to institute practices that are innovative and difficult to implement, questioned in traditional school settings, and unfamiliar to faculty, administrators, parents, and students.  | [FULL TEXT]

Williams, Belinda, Ed. (1996).  Closing the Achievement Gap. A Vision for Changing Beliefs and Practices. 

Chapters in this book, based on the efforts of the Urban Education National Network Task Force, define the nature of obstacles to the academic performance of urban students and identify, validate, and disseminate a knowledge base of theory and practice to inform decision making about urban schools. The chapters are: (1) "The Nature of the Achievement Gap: The Call for a Vision To Guide Change" (Belinda Williams); (2) "Bridging the Achievement Gap in Urban Schools: Reducing Educational Segregation and Advancing Resilience-Promoting Strategies" (Margaret C. Wang and John A. Kovach); (3) "Cultural Values in Learning and Education" (Patricia Marks Greenfield, Catherine Raeff, and Blanca Quiroz); (4) "Educating Teachers To Close the Achievement Gap: Issues of Pedagogy, Knowledge, and Teacher Preparation" (Kenneth M. Zeichner); (5) "Closing the Achievement Gap: Opportunity To Learn, Standards, and Assessment" (Floraline Ingram Stevens); (6) "Fostering Resiliency in Urban Schools" (Bonnie Benard); (7) "Teacher Engagement and Real Reform in Urban Schools" (Karen Seashore Louis and BetsAnn Smith); and (8) "A Social Vision for Urban Education: Focused, Comprehensive, and Integrated Change" (Belinda Williams). An appendix lists the Regional Educational Laboratories. Most chapters contain references.

Williams, Ben (1998).  The Genius of Place. 

Public education was introduced in the United States at the beginning of the 19th century to replace the informal community-based education system that had broken down as a result of immigration and war. At the beginning of the 20th century, as America changed from a largely rural agricultural society to the modern industrial economy, education was criticized as not being synchronized with urban life, and rural areas and their schools were viewed as backward. John Dewey and other progressive educators linked education and community in a dynamic whole that would both temper and adapt to change. But the meaning of community was gradually separating from geographic location and becoming more abstract. Today, education is increasingly disengaged from the life of the local place it serves. Qualities such as grounding and depth in education cannot be measured, yet research seems to indicate that when community involvement and support for education are high, students do better academically. The Annenberg Rural Challenge believes that education and community can share common benefits by implementing a pedagogy of place. Pedagogy of place uses what is local as a source of curriculum that deepens knowledge through the understanding of the familiar and accessible. Practical, aesthetic, and symbolic aspects of education can all be incorporated into a pedagogy of place. Politicians and educators have focused much attention on global issues such as global markets and hemispheric pacts, but they have paid little attention to the village. Acting responsibly on a local level through place-based education will do much to alleviate global concerns. | [FULL TEXT]

Williams, Gwendolyn M. (1997).  Challenging the Political Mirage of ESL and Bilingual Education: A Study of Public Knowledge. 

A survey investigating public beliefs about teaching methods of English-as-a-Second-Language (ESL) and bilingual education is reported. An introductory section chronicles the political history of ESL and bilingual education in the United States, describes major program designs, and reviews literature on public opinion concerning these programs. The survey sought to determine what the general public believes to be the most appropriate methods of educating language-minority students and where they obtained information to form those judgments. Respondents were categorized according to their level of expertise in language pedagogy (expert/non-expert) and native language (English/non-English). Subjects were 97 graduate students in various fields, divided into four groups by expertise and native language status. All were administered a Likert-type questionnaire (appended) with 30 statements concerning program models and sources of information. Results indicate that overall, the respondents were not opposed to bilingual education, and almost universally agreed that bilingualism was a professional asset. However, they favored English language learning over native language maintenance, supporting the prediction that transitional programs would be favored. A majority did not get their information from the media, and a slight majority claimed their information came from research. Contains 26 references. | [FULL TEXT]

Williams, James D. (1992).  Program Administration in the Face of Political Correctness. 

Administering a writing program has never been easy, and the issue of political correctness has added a new dimension to this difficult task. At the University of North Carolina (Chapel Hill), a controversy began when a cluster of statues, presented to the school by the graduating class, was attacked as being sexist and racist. According to the testimony of the writing program director, many composition teachers initially saw the situation as a good opportunity for writing assignments. Complaints from teachers arose, however, when student reaction was generally conservative; complaints from students arose when bad grades were given for papers unsympathetic to the politically correct view of the statues as prejudiced. Many instructors complained to the director that only a"fascist" would fail to support their vision of progressive, often radical politics. Informal research by the program director suggests that on many campuses, literature and writing courses reflect such radical pedagogies, often in striking ways, leading the director to sense a fundamental shift in the goals of liberal education in general and composition instruction in particular. Cultural pluralism as radical pedagogy presents a serious problem for administrators seeking instructional consistency, always a difficult goal for a program administrator. The growing intolerance of teachers for the views of their students should strike all program directors as disturbing, especially those who believe that the teaching of rhetoric is inseparable from democracy, which assumes that students may define themselves without instructor imposition. | [FULL TEXT]

Williams, James D. (1993).  Defining a Developmental Curriculum for a Pluralistic Society: The Administrative Challenges. 

College composition instructors have the opportunity to take a step toward meeting the needs of a pluralistic society by defining a developmental writing curriculum that incorporates the same strategies that characterize the mainstream writing classroom. The "cognitive deficiency model" that characterizes most instruction in developmental writing classrooms arose out of the experience of high attrition rates following the influx of unprepared minority students and working class students in the 1960s. Ironically, the model emerged not only as higher education was becoming more pluralistic but also as scholars were advocating a shift from a product-oriented, bottom-up model of composition instruction to a process-oriented, top-down model. Beginning in earnest in the mid 1970s, a wave of non-European immigration has increased markedly the number of nonnative English-speaking students in composition classes. Although their language skills are not equal to those of native speakers, most of these English-as-a-Second-Language (ESL) students cannot be classified as limited English proficient. Once in developmental writing classes, they face obstacles related to the cognitive deficiency model and a pedagogy that focuses on subskills rather than writing. Directors of composition programs must provide the stimulus to modify existing curricula and methods. Teachers need to devise and implement a standardized curriculum that is congruent with the theoretical approach the director sets for the program, a standardized curriculum that emphasizes the fundamental similarities among students striving to become better writers.

Williams, Jeanne; And Others (1995).  The Importance of Social Foundations: Teacher Education Curriculum Reform in One Small Private College. 

The Ripon College (Wisconsin) education department is engaged in a major curriculum reform effort to include study in curriculum, pedagogy, and social foundations. In particular, an effective social foundations curriculum is being implemented to engage students in the historical, political, sociological, and philosophical ideas that impact instruction in the U.S. classroom. The social foundations core sequence in the revised curriculum consists of 4 courses totaling 11 credits: School and Society (historical foundations), Human Relations in Education (sociological foundations), Education and the State (political foundations), and Philosophical and Social Issues in Education (an integrative capstone course). The social foundations core is designed to provide a broad knowledge base, to develop skills in the critical analysis of education using the tools of social science and history, and to examine the intersections and conflicts of social foundations perspective with psychological foundations and curriculum and instruction. The core attempts to provide teachers with an academic base for understanding the social function of education and developing an informed democratic citizenry. | [FULL TEXT]

Williams, Linda Stallworth (1991).  The Effects of a Comprehensive Teaching Assistant Training Program on Teaching Anxiety and Effectiveness.  Research in Higher Education, 32, 5. 

A study examined effects of consultant observation and peer mentoring on anxiety and effectiveness in 13 teaching assistants at a research university. These and a control group of 14 teaching assistants also attended a 1-week workshop and 16-week theory/pedagogy course. Anxiety was lower and student ratings of effectiveness were higher in the experimental group.

Williamson, John; Churchill, Rick (1996).  When Innovation Results in 'Deskilling': An Unintended Consequence of Reform. 

Education and teaching have changed in significant ways over the last decade. Since the late 1980s the Commonwealth of Australia has encouraged the development of "multi-skilled workers"; however, Alvin Toffler (1990) points out that changes in technology would create a deskilled work force with overly specialized, noninterchangeable skills. This paper presents findings of two studies that examined the effects of recent changes in Australian education on teachers' work lives. The first study was conducted in 87 primary and secondary schools in the state education systems of Tasmania and South Australia. A total of 100 teachers participated in a combination of interviews and a survey: 27 took part in interviews and the survey, 11 were interviewed, and 62 completed only the survey. Teachers reported that the educational reforms had resulted in increased paperwork; they had difficulty in dealing with externally imposed change and many simultaneous demands from varied sources; and they experienced time constraints. The second study involved case studies of 14 government schools/colleges identified as being innovative in the areas of pedagogy, curriculum, and/or staff development. Teachers were reflective about the process; willing to take risks; saw themselves as facilitators of active learning; and used student-centered, "hands-on" approaches. The schools focused on the key curriculum areas of mathematics, science, and technology. Three tables are included. | [FULL TEXT]

Willis, Arlette Ingram; Lewis, Karla C. (1998).  A Conversation with Gloria Ladson-Billings (Focus on Research).  Language Arts, 75, 1. 

Interviews prominent educator and researcher Gloria Ladson-Billings, whose research focuses on preparing preservice educators to successfully teach in a diverse society and on improving the achievement of culturally diverse students. Explores what it means to develop a culturally relevant pedagogy and how teachers might think about community in their teaching.

Willis, Wayne, Ed. (1994).  Proceedings of the Annual Meeting of the Southwest Society of Philosophy and History Education (44th, September 23-25, 1993, New Orleans, Louisiana).  [Journal of Educational Philosophy and History] 

This annual publication offers a collection of papers, essays, and speeches related to the history and philosophy of education. This volume contains: (1) "The Presidential Address: The Educational Revolution in Kentucky, or How To Build the Plane After You're Off the Ground" (Wayne Willis); (2) "The Seventh Annual William E. Drake Lecture: Was Bill Drake a Religious Person?" (William H. Fisher); (3) "Inferences from Studies about the Contradictory Role of Adult Education in the University" (Henry R. Weinstock); (4) "Critical Pedagogy, Liberalism, and Dewey" (David Snelgrove); (5) "The Privatization of Schools and the General Welfare" (Richard J. Elliott; Carol S. Stack); (6) "Character Education, Values Education, Equity Education and Politics: A Challenge to American Educators" (Fred D. Kierstead); (7) "The Junkyard Dog" (Stanley D. Ivie); (8) "The Dead Dog" (Stanley D. Ivie); (9) "Reconstruction and Deconstruction: Implications of Contemporary Critical Theory for Qualitative Research Techniques" (James D. Swartz); (10) "Derrida, Deconstruction, and Education Policy Analysis" (Charles J. Fazzaro); (11) "Reform and Reconstruction in Education: Commitment or Fad" (James Van Patten; James Bolding); (12) "Mind, Character, and the Deferral of Gratification; An Rx for Educational Change" (Louis Goldman); (13) "Pragmatic Conceptions of Community" (Sam Stack); (14) "International Partnerships in Education" (Margaret Clark; Annette Digby); (15) "A Study of the Degree of Progressivism among Arkansas Public School Superintendents: Implications for Educational Reform" (Ann E. Witcher); (16) "Education Philanthropist George Peabody (1795-1869), George Peabody College for Teachers, Nashville, and the Peabody Library and Conservatory of Music, Baltimore: A Brief History" (Franklin Parker; Betty J. Parker); (17) "It's All in the Way We Look At Things - Is It?" (Cornell Thomas); (18) "Men's Roles in Women's Studies: A Case in Point" (Joe L. Green); (19) "Somewhat Less than Perfect: Carl Schurz's Policies and the Indian Schools" (Karen McKellips); (20) "The Biography of a Radical Chinese Feminist and Revolutionary (1875-1907)" (Timothy J. Bergen, Jr.); (21) "New Theoretical Perspectives on Educational Organizations" (Spencer J. Maxcy); (22) "Images of African-American Teachers in the American South: A Colonized People, Carriers of the New Slavery, or Human Agents" (Clinton B. Allison); (23) "Paulo Freire's Influence on the Community of Faith, Through Religious Education" (John M. Townsend); (24) "The Educational Philosophy of Mao Zedong from 1949 to 1976" (Hanfu Mi); (25) "Major Paradigms for Educational Reform in Oregon" (Bill Cowart); (26) "The Hedge Schools and Education in the American South" (Karl J. Jost); (27) "Influences that Shaped Susan Blow's Involvement in Kindergarten Education" (Paul D. Travers); (28) "Kenneth D. Benne in Retrospect" (William H. Fisher); (29) "Effective Education for African American Students: A Cultural Model" (Barley L. McSwine); (30) "Thomas Jefferson After 250 Years" (Jed Arthur Cooper); (31) Minutes of Business Meeting; (32) Conference Program; and (33) Membership List. | [FULL TEXT]

Wilson, Bruce L.; Corbett, H. Dickson (1999).  "No Excuses": The Eighth Grade Year in Six Philadelphia Middle Schools. 

This study documented middle school students' perceptions of their educational experiences, tracking how their perceptions evolved over 3 years and corresponding to the Philadelphia School District's implementation of its Children Achieving reform agenda. Fifty 6th graders were chosen from each of six urban schools and interviewed in the spring of each year throughout middle school. Students in the first five schools, who were predominantly African American, did not perceive much change in their schools. Those who did perceive change saw it in regard to student behavior and level of work. Students did not experience a similar curriculum or pedagogy or have equal access to quality teaching. Students wanted teachers who persisted in pushing and helping students, who varied classroom activities, controlled student behavior without ignoring the lesson, and understood students' situations. Students felt that good teachers would not give up on them for any reason. In the sixth school, which had a partnership with an educational research and development center and which was very diverse, there was much more consistency in pedagogy, content, and classroom environment, and students had access to similar educational experiences. An appendix contains student interview protocols. | [FULL TEXT]

Wilson, John K., Ed. (1994).  Democratic Culture. Newsletter of Teachers for a Democratic Culture. Volumes 1-3. 

This document contains the first five issues of a newsletter for college faculty on countering the publicity campaign against "political correctness." The first issue from Fall 1992 describes the organization's founding and first year, analyzes a lawsuit brought by a faculty member at Massachusetts Institute of Technology against her institution charging acquiescing in "a persistent and continuing pattern of professional, political and sexual harassment," reviews books of interest, and reports on media coverage of "political correctness." The Spring 1993 issue includes reports on a national lobbying organization for scholarly societies, the political fate of possible Clinton-Administration appointee Johnetta Cole, and commentary from several contributors on national politics, higher education culture, liberalism and multiculturalism, and feminism and classical studies. The Fall 1993 issue contains articles on critical pedagogy, a debate over politics at Louisiana State University, consequences of the Reagan-Bush administrations, commentary on national politics, and other essays as well as monitoring of media coverage of higher education. The Spring 1994 issue offers 14 essays and reports on a variety of topics relating to the "politically correct" debate in academia. The Fall 1994 issue is devoted to analysis and commentary of "Who Stole Feminism: How Women Have Been Betrayed by Women" by Christina H. Sommers. | [FULL TEXT]

Wilson, Melvin R. (1994).  One Preservice Secondary Teacher's Understanding of Function: The Impact of a Course Integrating Mathematical Content and Pedagogy.  Journal for Research in Mathematics Education, 25, 4. 

Examined the evolving knowledge and beliefs of a preservice secondary mathematics teacher in a mathematics education course that emphasized mathematical and pedagogical connections and applications of the function concept. Although her understanding of function changed substantially, her anticipated approach to teaching did not. (29 references)

Winiarcyk, Ellen; Long, Tricia (1996).  Navigating Through Community Service Learning Approaches.  Thresholds in Education, 22, 2. 

Service learning is an inclusive pedagogy appropriate for children, youth, and adults of all cultural backgrounds. Such programs share a commitment to lifelong learning and a philosophical base in experiential education. Planners need to choose an appropriate point of reference, identify learning goals, define activities accordingly, combine experiential learning with service-learning processes, and recognize and celebrate accomplishments. (14 references)

Winkelmann, Carol L. (1995).  Electronic Literacy, Critical Pedagogy, and Collaboration: A Case for Cyborg Writing.  Computers and the Humanities, 29, 6. 

Argues that the combination of collaborative writing and electronic resources can produce a reaffirmation of literacy as a social process. Utilizes feminist theory to equate the postmodernist assumptions regarding the indeterminate nature of language with democratizing influences. Describes a class project where students produced a collaborative, electronic text.

Winkler, Karen J. (1993).  In Electronic Age, Scholars Are Drawn to Study of Print.  Chronicle of Higher Education, 39, 45. 

The emerging field of book history focuses on the context in which printed materials are produced and received. Book history scholars are crossing disciplines and national boundaries to establish a new scholarship and pedagogy about the culture of books. Study of the history of reading is a central interest.

Winslow, Rosemary; And Others (1995).  Course Syllabi and Critical Statements.  Composition Studies/Freshman English News, 23, 2. 

Presents 17 syllabi, submitted by different instructors, for introductory courses taught to graduate students in the teaching of rhetoric and composition. Contains critical statements attached to each syllabi explaining the goals and approaches of the course.

Winsor, Jerry L.; And Others (1995).  Assessment as a Unifier of Teaching and Research. 

The convergence of the teaching as assessment movement and Total Quality Management (TQM) has implications for higher education, and communication department should adapt their pedagogy to the best of the thrusts in higher education. The Department of Communication at Central Missouri State University contains 2 of the original 10 programs that started the TQM-driven "Continuous Process Improvement" on that campus. Current models of learning, stemming from cognitive psychology, emphasize the constructivist view that the student must be an active participant in the learning process. The assessment as learning and TQM convergence may suggest to faculty that a university degree should be granted only when agreed-upon abilities can be demonstrated. The movement from an emphasis on competition to a stated curriculum of cooperative, problem-solving activities coupled with collaborative learning approaches will be a challenge for faculty. Assessment should not be an end in itself and should be based upon the notion that learning is complex, multidimensional, and integrated. Steps in the process for creating ability assessment activities include deciding on outcomes, examining learning materials, deciding on students' final products, identifying specific skills for successful completion of the task, providing activities that honor different learning styles, and developing a scoring rubric which clearly identifies performance standards. The Communication Department has applied these principles by conducting national studies of what employers expect of graduates, establishing a professional advisory board, adopting capstone experiences for students, adopting a portfolio approach to assessment, and developing a mission statement. | [FULL TEXT]

Wiske, Martha Stone, Ed. (1998).  Teaching for Understanding. Linking Research with Practice. The Jossey-Bass Education Series. 

From 1988 through 1995 a group of researchers at the Harvard Graduate School of Education collaborated with teachers from nearby schools on research to address questions about teaching for understanding and linking research with practice. They describe the theoretical foundations underlying the Teaching for Understanding framework, the process and results of using the framework in a range of classroom settings, and the implications for teacher education and school change. The book begins with "Introduction: The Importance of Understanding" (M.S. Wiske). Part 1, "Foundations of Teaching for Understanding," includes the first two chapters: (1) "Why Do We Need a Pedagogy of Understanding?" (V. Perrone) and (2) "What is Understanding?" (D. Perkins). Part 2, "Teaching for Understanding in the Classroom," includes: (3) "What is Teaching for Understanding?" (M.S. Wiske); (4) "How Do Teachers Learn to Teach for Understanding?" (M.S. Wiske, K. Hammerness, and D.G. Wilson); and (5) "How Does Teaching for Understanding Look in Practice?" (R. Ritchhart, M.S. Wiske, E. Buchovecky, and L. Hetland). Part 3, "Students' Understanding in the Classroom," includes: (6) "What Are the Qualities of Understanding?" (V.B. Mansilla and H. Gardner); (7) "How Do Students Demonstrate Understanding?" (L. Hetland, K. Hammerness, C. Unger, and D.G. Wilson); (8) "What Do Students in Teaching for Understanding Classrooms Understand?" (K. Hammerness, R. Jaramillo, C. Unger, and D.G. Wilson"); and (9) "What Do Students Think About Understanding?" (C. Unger, D.G. Wilson, R. Jaramillo, and R. Dempsey). Part 4, "Promoting Teaching for Understanding," includes: (10) "How Can We Prepare New Teachers?" (V. Perrone) and (11) "How Can Teaching for Understanding Be Extended in Schools?" (M.S. Wiske, L. Hetland, and E. Buchovecky). There is also a "Conclusion: Melding Progressive and Traditional Perspectives" (H. Gardner).

Wittmann, Erich Ch. (1995).  Mathematics Education as a "Design Science."  Educational Studies in Mathematics, 29, 4. 

Adopting standards, methods, and research contexts from the well-established disciplines of mathematics, psychology, and pedagogy may undermine the applied nature of mathematics education. Suggests thinking of mathematics education as a relatively autonomous design science. Contains 36 references.

Wlodkowski, Raymond J.; Ginsberg, Margery B. (1995).  Diversity & Motivation: Culturally Responsive Teaching. Jossey-Bass Higher and Adult Education Series. Jossey-Bass Education Series, Jossey-Bass Social and Behavioral Science Series. 

This volume proposes and is a guide to a culturally responsive pedagogy for higher education instruction that respects diversity; engages the motivation of all learners; creates a safe, inclusive, and respectful learning environment; derives teaching practices from principles that cross disciplines and cultures; and promotes justice and equity in society. Chapter 1 defines and establishes the relationship between culture and motivation to learn. Chapter 2 discusses inclusion. Chapter 3 describes developing attitude. Chapter 4 considers the enhancement of meaning, and chapter 5 covers engendering competence. These chapters pragmatically and theoretically describe how each motivational goal can be understood as the embodiment of two related criteria: respect and connectedness for inclusion; self-determination and relevance for attitude; engagement and challenge for meaning; and authenticity and effectiveness for competence. Chapter 6 describes how to implement the pedagogy with a set of eight guidelines for revising a syllabus, creating an action plan, forming a cooperative collegial group, or identifying a new role. Appended are resources on facilitating equitable discussion and effective lecturing in the multicultural classroom, cooperative lesson worksheet, evaluator assessment, and evaluative descriptors for narrative assessment. Includes name and subject indexes.

Wolff, Aline (1996).  Preparing MBA Students for the World of Professional Communication.  Business Communication Quarterly, 59, 2. 

Analyzes a large-scale professional communication project, exemplifying the type of projects that graduating students will be expected to collaborate on or to manage successfully. Discusses implications for teaching managerial communication to Masters of Business Administration students and recommends ways to integrate real world tasks into the curriculum.

Woloszyn, Stefan (1993).  Tradition and the Current Situation in the History of Pedagogy in the Area of Teacher Training in Poland.  European Education, 25, 1. 

Asserts that the history of education has been an important part of teacher education in Poland since 1700s. Traces the development of educational history within Polish teacher education programs from that time period to the present. Presents the courses included in current Polish teacher education programs.

_____. (1994).  Women's Forum: Gender, Language and Critical Literacy (Manly, Sydney, Australia, April 7-9, 1994). Forum Papers. 

These 12 papers reflect the range of issues and perspectives discussed at a forum that addressed three main topics: what a feminist critical literacy pedagogy is; a gender perspective of policy, organizations, and teachers' work; and concepts and practices of equity and inclusivity. The papers are as follows: "Questioning 'Progressive' Pedagogies" (Alison Lee); "Towards a Feminist Critical Numeracy Pedagogy" (Betty Johnston); "A Letter to Conference Participants" (Tricia Bowen); "'Once Upon a Time...': An Examination of Some Picture Books in the Light of a Feminist Critical Literacy Pedagogy" (Terri Morley-Warner); "Policy, Organisation, and Teachers' Work" (Jill Sanguinetti); "The Struggle for Critical Literacy and Feminist Reform: Some Axioms and Observations" (Nicole Gliding);"The Reconstruction of Women's Work in Adult Education" (Jennifer Angwin); "Bilingual NESB [Non-English Speaking Background] Women: An Untapped Resource" (Marta Rado); "Concepts and Practices of Inclusivity: Centring White Ethnicity in Literacy Practice" (Sue Shore); "A Crisis of Identity: Developing Strategies for Gender Inclusive Literacy Practices" (Jeanne Solity); "Talking on the Outer Edge" (Merilyn Childs); and "Postscript: Notes for a Film" (Delia Bradshaw). The forum program is appended. | [FULL TEXT]

Wood, Eric F.; Floden, Robert E. (1990).  Where Teacher Education Students Agree: Beliefs Widely Shared before Teacher Education. 

A survey of prospective teachers' beliefs about teaching mathematics and writing to diverse learners was conducted for the purpose of improving teacher education programs. Respondents were 319 elementary education students, 71 prospective secondary math teachers, 52 prospective teachers of secondary English, 23 noneducation math majors, and 19 noneducation English majors. Although there is much diversity between and among the subjects, there were some areas of consensus. In answering questions about student diversity, the respondents did not endorse stereotypes about gender differences or differences in content appropriate for students from different family backgrounds. In responding to questions about what would be helpful in learning to teach, they gave the expected endorsement of experience, as well as high ratings for classes of questions about generic and subject-specific teaching methods. In answering questions about the mathematics or writing they would teach, the respondents expressed surprisingly little enthusiasm for seeing these subjects as systems of rules to be memorized. One difference of note was that the noneducation majors indicated less belief in the "power of pedagogy," that is, in the ability of prospective teachers to succeed in learning to teach academic content, especially more conceptually oriented content. Eleven tables are appended.  | [FULL TEXT]

Wood, Robert G. (1993).  The Dialectic Suppression of Feminist Thought in Radical Pedagogy.  Journal of Advanced Composition, 13, 1. 

Argues that the dialectic of radical pedagogy is inadequate for an increasing pluralistic culture. Argues that, through feminist deconstruction of the phallogocentrism of the dialectic, a reconstruction can take place which allows feminist thought to engage fully in a multiplicity of dialectics which will ultimately bring about positive social change.

Woodard, Virginia Spiegel; Lin, Yii-Nii (1999).  Designing a Prepracticum for Counselor Education Programs.  Counselor Education and Supervision, 39, 2. 

Describes a prepracticum which creatively incorporates adult learning pedagogy, service-learning, and a semester-long role play to bridge the theory-practice gap in the preparation of students for practicum-internship and professional practice.

Woodhouse, Howard (1999).  The Rhythm of the University: Part One--Teaching, Learning, and Administering in the Whiteheadian Vein.  Interchange, 30, 2. 

Presents the first of two articles examining Alfred North Whitehead's notion of the rhythm of the university, discussing the rhythm of teaching and learning, the importance of academic freedom to an imaginative faculty, and the relationship between Whitehead's own pedagogy and his considerable administrative practice. The paper's purpose is to show how his views enlarge the understanding of universities today.

Woodruff, Barbara Bilson, Ed.; And Others (1991).  Inside English: Journal of the English Council of California Two Year Colleges, Volume 18, Numbers 1-4, October 1990-May 1991. 

With each issue focusing on different themes, volume 18 of "Inside English" looks at he revitalizing literature, teaching as a subversive activity, writing at all levels, and the English classroom of the 1990's. In addition to regular columns on the English Council of California Two-Year Colleges (ECCTYC) and legislative concerns, the following feature articles are included: (1) "The 1990 ECCTYC Literature Conference: On Humpty Dumpty, James Joyce, and Transforming Teaching" (Karin B. Costello); (2) "From Movies to the Page: Using Film to Teach Literature" (Patrick Kennedy); (3) "Teaching and Acting "Rosencrantz and Guildenstern Are Dead': Roles and Responsibilities and Life on the Margins" (Judith Ackley); (4) "At the ECCTYC Lit Conference: Focusing on the Wrong Side of the Issues" (Michelle Pagni); (5) "In Defense of Theory: An Exploration of Fear and Defensiveness" (Bernard Goldberg); (6) "A Curriculum for the Nineties: Developing a Social Conscience through Literature" (Kathleen Murphy); (7) "Risk-Taking and Writing: Disputatious Classrooms" (H. W. Seng); (8) "Striking Fire in Our Students and Ourselves: Our Work in Story and Song" (John Lovas); (9) "Talking and Listening: Let's Hear It for Oral Reading" (Joseph Collignon); (10) "The Illusion of Progress: Where Are We Going? Where Have We Been?" (Mike Guista); (11) "Deconstruction and Demograhics: 'The Center Cannot Hold'--Or Can It?" (Phyllis Mael); (12) "Literacy and the Classroom: What an English Teacher Should Teach" (Sandra Christenson); (13) "College Survival English: Building Communication Skills AND Self-Esteem" (Ulrica Bell-Perkins and Diane R. Holt); (14) "Ideology, Pedagogy, and Politics: Writing As Confusion OR What and Why We Teach" (Gordon Taylor); (15) "Writing the Research Paper: Using Questions to Direct Research" (Diane Jefferson); (16) "Paraphrasing Right and Left" (Joseph Collignon); (17) "How to Teach English 1A: Nine Easy Steps" (Jack Jackson); (18) "Writers and Their Readers: Wrestling with the Audience" (Anne Huber Stark); (19) "Using Grants for the English Department: Bridging the Barriers between Full- and Part-Time Faculty" (Peter Sotiriou); (20) "The Amateur in the Classroom: Democracy and the Humanities" (Leo Braudy); (21) "A Double Con Game in the Classroom? A Kinder, Gentler English Teacher" (Carol Wershoven); (22) "Computres in the Classroom: The Wave of the Future" (James R. Musgrave); (23) "Collaboration and Computers: Choreographing the Computer Classroom" (Marjorie Ford); (24) "Dream Houses: Reality and Expectations in the 250 Classroom" (Janet Goldberg); (25) "The Developmental Writing Classroom: Sweathogs" (Dolores LaGuardia); (26) "The English as a Second Language Classroom: The Story, the Students, and their Sentences" (Mike Riherd); (27) "The Blessing and the Plague of Spell-Check: The New Technopropisms" (Helen Heightsman Gordon); (28) "Asking for Artifacts: The Beneits of In-Class Essay Writing and Holistic Scoring" (Lenny Bailey); (29) "Wild Word Soccer: Child's Play for Serious Learning" (Madeleine Lowew Puccioni); (30) "Mutual Benefits: Advanced Comp Students Connect with High School Writers" (Sister J. Adele Edwards).

Woods, Marjorie Curry (1992).  Among Men--Not Boys: Histories of Rhetoric and the Exclusion of Pedagogy.  Rhetoric Society Quarterly, 22, 1. 

Connects canon questions in the history of rhetoric to dismissive attitudes about pedagogy. Challenges rhetoricians to confront the ageism and academic self-hatred implicit in their indifference to handbooks. Confronts, through a more accurate understanding of the role of Cicero's "De Inventione" in medieval pedagogy, the ways that age, gender, and power biases shape assumptions about teaching.

Woolbright, Meg (1992).  Scientific Writing: Tales from the Dark Side? 

In 1991, as an experiment, the Director of the Writing Center at Siena College (a comprehensive college with a Franciscan tradition, located in a suburb of Albany, New York), agreed to team-teach a "Scientific Writing" course with a colleague who is a biologist. As they worked together, it appeared that for the biologist, knowledge was something outside of, and separate from, the knower, while for the writing teacher, knowledge and writing are socially mediated and socially constructed. The focus of negotiations between the two teachers during the first year was on pedagogy. The one-semester course was changed from meeting one hour per week to two hours--the second hour designed as a writing workshop staffed by upper-level biology students. One of the problems encountered was that many of the students did not understand the science they were asked to write about. Talk among the teachers and tutors during the second year was not of pedagogy but of understanding the effects of pedagogy on science, on language, and on knowledge. Based on relationships established in the first year, the writing teacher, the biology teacher, and the tutors began to talk about their differences, particularly differences in rhetoric.

Woolever, Kristin R. (1997).  Rethinking Technical Communication Pedagogy: A Poststructuralist View of Program and Course Design. 

Technical communication specialists today really have to be technology experts as well as effective writers--even their titles have changed to "information designers, information engineers, or document developers." Teachers of technical communication should be up to date in the classroom to meet the changing needs of the workplace. Another goal should be the integration of theory and practice. Even in introductory technical communication courses, students need to realize that composing the most standard technical text poses more than one problem with many possible solutions requiring careful attention to the interplay between the audience, the environment, and the document. It is important to rethink technical communication pedagogy on several levels, asking: (1) "Who is the clientele?"; (2) "What are they being prepared to do?"; (3) "Do current programs do what they need to do?"; and (4) "What approach should be taken in course development?" Classes not only include people who want to specialize in technical writing, but technical professionals such as scientists, engineers, and software developers who need to know how to write well in their jobs. Technical communication educators are missing the boat if they teach students "how to" without giving them the tools they need to decide "when to" and "why." It is necessary to rethink the entire curricula with an eye for emphasizing the rhetorical nature of the field, from the individual course to course sequences and requirements. (Appended are reproductions of two slides.) | [FULL TEXT]

_____. (1995).  World Education Report, 1995. The Education of Women and Girls; Challenges to Pedagogy; Education for Peace, Human Rights and Democracy. 

This report, the third in UNESCO's series of World Education Reports, focuses on the largest single category of persons denied equality of educational opportunity in the world today: women and girls. The report examines global trends and developments in female access to formal education in both industrial and developing countries, focusing in particular on male-female disparities and gaps in key indicators (literacy rates, enrollment ratios, years of schooling, school retention and dropout rates, fields of study), as well as on girls' experiences in the educational process itself (such as pedagogy, testing, and assessment) and on the relationship between this process and adult life chances. Numerous figures, boxes, and tables are contained within the four chapters. Appendixes offer statistical notes, regional tables, world education indicators, and national reports and UNESCO reports, publications, and periodicals concerning education, 1993-95.

Worsham, Lynn (1998).  Going Postal: Pedagogic Violence and the Schooling of Emotion.  JAC: A Journal of Composition Theory, 18, 2. 

Argues that the discourse of emotion is the primary (earliest and foundational) education of compositionists. Focuses on the way violence addresses and educates emotion and inculcates an affective relation to the world. Considers the way in which some versions of radical pedagogy may actually work to remystify violence and mask their own ambivalence about the work of decolonization.

_____. (1995).  Writing Assessment: A Position Statement. 

This position statement from the Conference on College Composition and Communication begins with a "foundation claim": in all situations calling for writing assessment, the primary purpose of the specific assessment should govern its design, implementation, and the generation and dissemination of its results. It describes 10 assumptions about writing assessment, including language is by definition social, writing ability is a sum of a variety of skills, assessment tends to drive pedagogy, and the means to test students' writing ability shapes what they consider writing to be. It lists 5 rights and responsibilities of students; 8 rights and responsibilities of faculty; 6 rights and responsibilities of administrators and higher education governing boards; and 3 rights and responsibilities of legislators. It concludes that, when conducted sensitively and purposefully, assessment can have a positive impact on teaching, learning, curricular design, and student attitudes. | [FULL TEXT]

Wright, Handel Kashope (1995).  Would We Know African Cultural Studies If We Saw It?  Review of Education/Pedagogy/Cultural Studies, 17, 2. 

Ngugi wa Thiong'o is widely acknowledged in Africa as a towering figure of African literature, criticism, and political and social commentary. This review examines Ngugi's work as it relates to African cultural studies and cultural studies in general, noting his search for a common global culture and a world language.

Wu, Kam-Yin (1992).  The Relevance of Linguistics to English Language Teaching.  Guidelines, 14, 1. 

It is argued that linguistics is relevant to the teaching of English despite the prevailing skepticism about its usefulness. The relationships between linguistics and language pedagogy are explained.

Wunsch, Alan P.; Tomkovick, Chuck (1995).  Integrating Business Communication Skills into a Buyer-Behavior Course Project.  Business Communication Quarterly, 58, 1. 

Discusses an undergraduate buyer-behavior course project targeted at improving students' business communication skills through a team-teaching project. Highlights the value of integrating written, oral, and electronic communications pedagogy with buyer-behavior course instruction.