Paradigm Shift (1996)

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Bauer, N. J. (1985). Toward a Paradigm Shift in Teacher Education: Renaming and Reorganizing the Knowledge Base. New York Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. . This presentation considers the need to rename and reorganize the traditional paradigm that governs the organization and implementation of undergraduate and graduate teacher education programs. Two particular components of the preparation paradigmthe academic component and the professional preservice componentare given particular attention. The paradigm shift is based on four major assumptions: (1) colleges and universities have served and will continue to serve as the locus for a substantial and very significant portion of teacher preparation; (2) the study of education constitutes a discipline in its own right; (3) teacher education reform and teaching profession restructuring are two very different types of educational reform; and (4) the current era is quite challenging in that a value breakup has occurred regarding teacher preparation, resulting in the possibility of constructing a new, improved paradigm for teacher preparation. (CB) ED287847

Bell, J. (1995). Seismic Overstatement: Challenging the Paradigm Shift in Composition. . English in Texas v26 n3 p45-49 Spr 1995 . Discusses Maxine Hairston's appropriation in 1982 of Thomas Kuhn's epistemology and his concept of "paradigm shift." Argues that the paradigm shift must be treated as an enabling fiction through which members of the professional can speculate on better ways to teach students. (SR) Report/ISSN: ISSN-0425-0508 EJ508194

Borelli, J. G. (1995). Waiting for the Paradigm Shift: What We Did and Why We Did It. NASSP Bulletin v79 n575 p57-61 Dec 1995. Public schools are failing because they still provide a classical, rather than an applied, education that prepares students for the real world beyond high school. An Oklahoma high school has revamped its ninth-grade math curriculum to include only algebra and geometry (using calculators and real-world applications) and requires four years of math and science instruction. (MLH) UMI Report/ISSN: ISSN-0192-6365

Bright, L. K., & Others, A. (1984). The Global Imperatives for an Education Paradigm Shift. Minnesota Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. . The future role of education is covered in a discussion concerning the shifting of the dominant social paradigm of the United States. It is noted that the paradigm is changing from one that requires social institutions to seek and develop human resources to maintain a position of competitive dominance, to an emerging view of world interdependence. An increasing demand for human services and information processing is predicted. The need for personnel who can communicate readily and effectively across national boundaries is seen as one which will produce a higher priority in education for language, data processing, and knowledge of and skills in human differences. It is also noted that the recognition of a new social paradigm, with a world view of interdependent nations and resources, will strongly affect the changes that need to be made in the education system. Among the changes discussed are the growth of a global information society and education beyond schooling through the human services professions. A structure is described for a college of interdependent human service professions which prepares personnel responsive to the interdependent world paradigm. (JD) ED241488

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Carlson, R. D. (1994). Computer Adaptive Testing: A Shift in the Evaluation Paradigm. . Journal of Educational Technology Systems v22 n3 p213-24 1993-94 . Reviews the development and use of mass testing procedures for evaluating large groups of relatively homogeneous individuals and suggests computer adaptive testing as an alternative to conventional testing. Highlights include the evaluation of public education and higher education; needs assessment; summative evaluation; adaptive testing; and future possibilities. (Contains 23 references.) (LRW) Report/ISSN: ISSN-0047-2395 EJ483730

Cheng, L.-R. L. (1990). Recognizing Diversity: A Need for a Paradigm Shift. . American Behavioral Scientist v34 n2 p263-78 Nov-Dec 1990 . Contends that accepting a paradigm shift by universities means learning to respect culturally diverse students and recognizing cognitive style differences. Argues for systematic change in colleges and universities to redefine themselves as culturally plural. Contends educators must develop cross-cultural communicative competence for effective instruction of ethnic minorities. (NL) UMI Report/ISSN: ISSN-0002-7642 EJ423782

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Esonwanne, U. (1992). "Race" and Hermeneutics: Paradigm ShiftFrom Scientific to Hermeneutic Understanding of Race. . African American Review v26 n4 p565-82 Win 1992 . Examines theories of interpretation in light of racial issues and the understanding that race is one of several "communities of meaning." Argues that, as systems of understanding, hermeneutic theories need interrogation from the point of view of the ideology of race and the practices of racial discrimination. (JB) UMI Report/ISSN: ISSN-1062-4783 EJ462004

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Fang, Z. (1995). On Paradigm Shift in Reading/Literacy Research. . Reading Psychology v16 n2 p215-60 Apr-Jun 1995 . Brings together viewpoints on the qualitative and quantitative research paradigms with regard to educational research in general and to literacy research in particular. Elucidates some of the persistent disputes in the research community. Discusses research traditions in literacy research. Considers the contexts in which new paradigms arise. Offers a critical examination of "paradigmatic rhetoric." Suggests directions for future research. (RS) Report/ISSN: ISSN-0270-2711 EJ506483

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Hilliard, A. G., III . (1982). The Learning Potential Assessment Device and Instrumental Enrichment as a Paradigm Shift. Georgia Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. . Reuven Feuerstein's Learning Potential Assessment Device and Insmental Enrichment LPAD/IE) system pesents a vali approach to assesment, which move from constructs, theodial strategies. tanda standard approach, but not for the purpose of the quantification of ranks for students. The system is used to set up the strategies for precision remedial teaching. Testing practice will be improved, the communication between assessors and teachers will be more validly grounded, and, above all, the LPAD/IE principles are generic to pedagogy. The adoption of an LPAD/IE approach must be followed by a massive inservice and public information effort. Otherwise, the LPAD/IE system will be seen merely as an alternative way of ranking by intellect for permanent placement in a category. (Author/PN) ED223674

Hilliard, A., & G., I. (1987). The Learning Potential Assessment Device and Instrumental Enrichment as a Paradigm Shift . Negro Educational Review v38 n2-3 p200-8 Apr-Jul 1987 . The Learning Potential Assessment Device and Instrumental Enrichment are two much needed improvements in education. Used in tandem, they rectify previous problems of testing and teaching by providing an unbiased assessment device which does not rely on labels for categories of learners. (VM) EJ368280

Hirsch, P. M., & Others, A. (1990). Collaboration or Paradigm Shift?: Caveat Emptor and the Risk of Romance with Economic Models for Strategy and Policy Research. . Organization Science v1 n1 p87-97 1990 . Cautions that, taken to its logical extreme, economic theory ignores the importance of implementation, implies lack of choice in organization decision making, and makes the organization a nonentity. Outlines the fundamental differences between behavioral and economic approaches to business policy. (63 references) (MLF) Report/ISSN: ISSN-1047-7039 EJ414800

Hough, M. J. (1992). A Paradigm Shift for Educational Administrators: The Total Quality Movement. Australia; New South Wales Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. . This paper reviews the major ideas of the seminal total quality management theorists, such as Deming, Crosby, Juran, Ishikawa, and Imai, to illustrate how total quality management is applicable to education. It is argued that there is a need for a paradigm shift in educational administration. The first part reviews current Australian societal ideas and pressures and develops the concept of a "social discontinuity" effect. The second part summarizes the ideas of the total quality movement. Part 3 analyzes selected paradigms in educational administration, commenting on their relevance to the current Australian educational paradigmthe "design concept." A series of key issues are provided as a focus for administrators' reactions and discussion. Two tables are included. Ten attachments summarize selected educational administration paradigms. (Contains 18 references.) (LMI) ED351767

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Lane, C., & Schultz, L. (1985). Composition Theory and Practice: The Paradigm Shift. . Volta Review v87 n5 p9-20 Sep 1985 . The article examines the old and new rhetoric in teaching children to write and notes the infusion of writing instruction into all areas of the curriculum. (CL) UMI EJ326767

Lenaghan, D. D. (1995). Balancing the See-Saw: A Kaleidoscopic Paradigm Shift of Know-How (21st Century Education and Training Priorities). Florida Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage.

Lesher, T. (1994). NEWSCAMP Helps in Paradigm Shift. . Communication: Journalism Education Today v28 n1 p10-11 Fall 1994 . Describes NEWSCAMP, a two-week summer program for middle- and high-school students, which aims to strengthen writing skills through the use of journalistic techniques. (SR) UMI Report/ISSN: ISSN-0010-3535

Levin, B. H., & Clowes, D. A. (1991). From Positivism to Post-Modernism: Can Education Catch up with the Paradigm Shift? Virginia Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. . In the literature since the 1970's, the notion that education should serve as a social leveler has given way to the image of the educational institution as a business-like enterprise. This change in the perceived role of higher education has been accompanied by increased pressure on institutions to provide measurements of educational outcomes. For the last 5 years, the State Council for Higher Education in Virginia (SCHEV) has required all of its member institutions to develop and implement student educational outcomes assessment (SEOA) models. SCHEV guidelines charge faculty at individual institutions with drawing conclusions from assessment data and making curricular modifications accordingly. A 1990 survey of faculty senate chairs, chief assessment officers, and curriculum committee chairs at every higher education institution in Virginia has yielded little evidence that SEOA has led to the improvement of any educational outcomes or that faculty have taken on the leadership role which SEOA requires. Thus, SEOA appears to have triggered a purely administrative response to an external mandate rather than an effective mechanism for actually improving student learning outcomes. On balance, however, the lack of faculty involvement may be good, as SEOA, and the larger assessment movement of which it is a part, reflects an outmoded logical positivist approach to education. Since the 1960's, intellectual and academic thought has been undergoing a significant epistemological shift led by critical theorists and radical deconstructionists. Although this paradigmatic shift to post-modernist modes of inquiry is evinced in education in the multicultural movement, and in the proliferation of women's and ethnic studies programs, educational practice tends to be reactive, and thus not attuned to contemporary issues and needs. If the state-mandated assessment movement is successful, it will leave the student trained for the past rather than educated for the future. (MPH) ED339437

LIBR 2nd FL STATUS: Not checked out CALL #: HC79.I55 T37 1993

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McCauley, C., & Others, A. (1971). Effect of the Pretest in the Risky-Shift Paradigm . Journal of Personality and Social Psychology 20 3 379-81 . EJ051027

McDermott-Murphy, D. (1994). Learning How To Care: A Paradigm Shift in Home, School and Community. Illinois Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. . Visits to more than 900 schools revealed that what is most longed for by teachers and students is a more caring environment. The Learning How to Care: Education for Parenting program (LHTC) curriculum for kindergarten through grade 12 was created to teach youth an alternative to violence and to link the concepts of parenting and caring. Caring is defined as a process involving an attitude of being concerned, an awareness of situations, a knowledge of possible choices and an ability to assess which alternative is best. It implies using the skills of problem-solving, planning, observing, listening, communicating, empathizing, brainstorming options, assessing the consequences of one's choices, and acting and reflecting on one's actions. From 1989 to 1991 the LHTC program was instituted in two inner city schools and anecdotal responses of participants are reported. The program was also conducted in parochial schools. The community dimension of LHTC is also discussed. Contains 49 references. (DR) ED382351

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Parker, R. J., Horton, H., & Shelton, J. (1996). A Typology of Ritual: Paradigms for Healing and Empowerment. . Counseling and Values v40 n2 p82-97 Jan 1996 . Examines ritual from theoretical, clinical, and practical perspectives. Discusses symbolic cognition and its relation to myth and ritual. Abstracts a typology of ritual from phenomenological sources. Gives examples of liberation, transformation, and celebration rituals. Identifies elements commonly employed in ritual activity as guides to ritual construction. Gives suggestions concerning how to create powerful and effective personal rituals. (KW) UMI Report/ISSN: ISSN-0160-7960

Polite, M. M. (1993). Leadership and Change: Working toward a Paradigm Shift. Illinois Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. Contract no.: R117-C80003 . This paper reports the findings of a case study that examined leadership as a shared phenomenon. Conducted during the 1991-92 school year at Cross Keys Middle School in Ferguson, Missouri, data were derived from informal interviews with staff members; observation; formal interviews with 19 teachers, 3 counselors, 3 administrators; and document analysis. Five broad themes related to mission, change, decision making, school culture, and professional development emerged from the data and provided the foundation for the development of a leadership typology. The leadership typology depicted the prestigious, visionary, instructional, positional, and resistance leaders who worked both in harmony and conflict to bring about the changes in the school. These leaders, who were distributed throughout the school, acted on their own to exercise their influence through formal groups and committees or informally through social interaction with the staff. The resulting culture of conflict and tension was accepted as a byproduct of their efforts to challenge individuals to make a shift in their personal paradigm about teaching and learning. Appendices contain the interview protocol and bibliography of documents. Two tables and one figure are included. (LMI) ED360732

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Radencich, M. C. (1984). The Status of Learning Disabilities: The Emergence of a Paradigm or a Paradigm Shift? . Learning Disabilities: An Interdisciplinary Journal v3 n7 p79-89 Jul 1984 . An examination of the field of learning disabilities (LD) reviews early efforts to identify the syndrome, effects of the federal definition, and controversies over the conceptualization of LD. The author emphasizes the need continuing the search for a viable paradigm to meet definitional, assessment, and instructional needs of the profession. (CL) EJ305421

Reaves, S. (1989). Photography, Pixels and New Technology: Is There a "Paradigm Shift?" Wisconsin Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. . The computer age is redefining photography, and yet notions of photography can still be colored by the 19th-century view that photography is a slice of time and hence, of reality. One inventor of photography called it "nature's pencil," and courts have seemed to agree by traditionally allowing photography as evidence in trials. The core of the news photographer's paradigm is that photography has a moral authority that eludes words. But the pixel (computer data transformations of a photograph) is replacing film with silicon chips, and darkrooms with computers. New technology will test the notions of photography as a slice of reality, a legal document, and as traditional photojournalism. There is a larger societal impact of this new technology, and the traditional ethical discussions regarding words and reporting do not fully encompass digitized computer photographs. Photojournalists, and perhaps society, are facing a "paradigm shift." (Thirty-eight notes are attached.) (RS) ED310388

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Simsek, H., & Louis, K. S. (1994). Organizational Change as Paradigm Shift. . Journal of Higher Education v65 n6 p670-95 Nov-Dec 1994 . A model of organizational change is applied to long-term planning at the University of Minnesota. Results suggest that, although planning began in the 1970s, the 1980s saw a model change that increased centralization in strategic orientation and a reduction in size and programs. Implications for organizational research are examined. (Author/MSE) UMI Report/ISSN: ISSN-0022-1546 EJ496469

Sparks, D. (1994). A Paradigm Shift in Staff Development. . Journal of Staff Development v15 n4 p26-29 Fall 1994 . Results-driven education, systems thinking, and constructivism are producing profound changes in schools and the conception and implementation of staff development. The paradigm shift is essential for creating learning communities where teachers and administrators collaborate with peers, researchers, and students to make sense of the teaching/learning process. (SM) UMI Report/ISSN: ISSN-0276-928X EJ497009

Sparks, E. E. (1993). A Paradigm Shift from Giftedness-as-Potential to Giftedness-as-Possibility. Nurturing Potential, Proceedings of the Society for the Advancement of Gifted Education Annual Conference (4th, Edmonton, Canada, September 24-25, 1993); see EC 303 142. See ED 367 099 for an earlier version. Canada; Alberta Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. . This conference presentation interprets the historic-cultural meaning of giftedness-as-potential. In this view, giftedness is seen as a gold mine, and good education results in the mining of the precious golden essence that is buried deep within individual students. The historic roots of this metaphor can be traced back to Plato's plan in "The Republic" in which humans are created in three types: the best are made of gold; the second best made of silver; and the common crowd made of brass and iron. The golden few are provided the best education and groomed for guardianship of the community. Contemporary education continues the Platonic tradition, referring to potential as a "valuable natural resource." This tradition also assumes that giftedness can be defined as an abstract concept and its essential properties known. Hermeneutics, on the other hand, asks questions about conditions under which giftedness might be, or not be, a possibility for all children. This view holds that all those who open themselves to the possibilities of living in the world are already and always on the way to becoming the best they can be. Four horizons of giftedness-as-possibility are discussed: imagination, confusion, questioning, and the fusion of horizons. Education should be concerned with helping all students, who have the potential for excellence rather than with focusing on those identified as "gifted." (JDD) ED371560

Sparks, E. E. (1993). A Paradigm Shift to Reading around the Hermeneutic Circle. Canada; Alberta Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. . The background, challenge, opportunity, and excitement of hermeneutics can be explored in three signposts of a hermeneutic turn in a doctoral research proposal: from being gifted to gifted reading, from method to interpretation, and from metacognition to the hermeneutic circle. A change in the research site of a study of the metacognitive processes of gifted 12-year-olds resulted in a shift from focusing on gifted children to focusing on a program of gifted education. The original project was designed for the constant comparative method in the discovery of grounded theory. As part of the second signpost, the hermeneutic challenge is to truth through method. Hermeneutic understanding of gifted reading involves interpreting what is at play in what readers are saying and doing. The third signpost suggests that hermeneutics challenges that there is more to gifted reading than self-conscious executive processes. The hermeneutic circle provides the opportunity for understanding the ontological primacy of a gifted way of living with texts. Four gifts present themselves around the hermeneutic circle: imagination, enigma, ignorance, and incarnation. Before reading researchers abstract the essence of lived experience, they are all hermeneuticists who stand together on common ground in the desire to improve conditions for students and teachers in the educational life-world. (A figure illustrating the sympathetic vibrations in a hermeneutic fusion of horizons and a figure illustrating the circular path of hermeneutic understanding are included; 22 references are attached.) (RS) ED364859

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Tapscott, D. (1993). Paradigm shift : the new promise of information technology ( Vol. xvii). New York: McGraw-Hill. Book

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