Modern languages have always been about transition -- as practitioners, we challenge our students constantly to move between their own cultural and linguistic reference points and those of others. Our dynamic, interactive teaching methodologies have had to adapt to the pandemic context, necessitating the interrogation of past practice and…

In this case study the authors investigate how a Native Greenlandic teacher planned and implemented the Center for Research on Education, Diversity, and Excellence Standards for Effective Pedagogy, an instructional model that builds upon students' cultural and linguistic strengths. Researchers and educators interested in transformative education…

This collection of essays examines the historical, social, cultural, and educational foundations of ESL/EFL/Bilingual Education. The four themes of this book are: (1) Historical, Legal and Political Foundations of Bilingual/ESL Education; (2) Linguistic and Sociocultural Issues in ESL/EFL Education; (3) Educational Reform and English Language…

This article examines the implications of educational policies on teachers' beliefs and practices for English learners (ELs) in the context of the California educational reform agenda. By utilizing cultural-historical activity theory, this study paints a personal and pedagogical portrait of how 2 educated and experienced bilingual teachers…

Today's students are faced with the challenge of utilizing technology to support not only their personal lives, but also their academic careers. "Technology Implementation and Teacher Education: Reflective Models" provides teachers with the resources needed to address this challenge and develop new methodologies for addressing technology in…

Second Language Teacher Education (SLTE) is affected by two factors; a rethinking of its knowledge base and instructional practices as a response to changes in our understanding of the nature of SLTE, as well as external pressures resulting from the expanded need for competent language teachers worldwide. The impact of these two factors is seen in…

Studies by neo-institutionalists in sociology suggest that the institutions, organizations and governing rules in the environment are becoming more similar worldwide as the process of globalization continues. A so-called "world culture" based on science was hypothesized to explain the phenomena related to standardization and convergence.…

This book offers a broad view for a varied audience of what the vision expressed in all three National Council of Teachers of Mathematics' Standards documents will look like when aligned with practice and outlines ways in which desired changes can be realized. Six sections and 21 chapters in the book are: Section I--History: (1) "Paths to the…

Relates observations of the Japanese educational system by a U.S. high school history teacher. Finds the Japanese system impressive but argues that such a centralized and authoritarian system would not work in the United States. Educators should learn from Japanese schools, not copy them. Recommends U.S. educators seek agreement on educational…

In this paper, in response to Ajay Sharma's paper titled "Portrait of a science teacher as a bricoleur: A case study from India" and associated reviews, I address the value of bridging two narrative styles for describing teacher development, discuss questions of over-essentializing an Indian school context, propose that teacher and…

In this response to commentaries by Ali Sammel, Jhumki Basu and Alberto Rodriguez, I present my perspective on three important issues raised by the commentators. These issues relate to the role of a researcher in her field settings and society, the critique of science and science education as oppressive dominant discourses, and co-opting…

Contends that postmodernism has influenced profoundly the direction of visual art in contemporary society. However, art education has not been affected by these social and philosophical changes. Summarizes components of postmodernism and defines connections between them and the art education field. (CFR)

Examines the work of Jurgen Habermas and Arthur Danto and develops a conceptual structure that views art education as an interpretive and reflective network that bridges school and life experiences. Contends that visual arts contribute to the development of reflective capacities. (CFR)

Maintains that adult education is expanding at an ever-increasing rate in industrialized nations. Argues that this growth will have repercussions on all national educational systems. Concludes that a new dialog on the interrelationship between initial education and continuing adult education must begin. (CFR)

Presents reactions to a survey of attitudes toward history, historiography, and instruction among contemporary historians. Contends that both museums and universities are undergoing fundamental transformations and that more communication between historians and museum curators is desirable. (CFR)