This paper attempts to move beyond a critique of historically dominant ways of thinking about teaching and learning relationships to offer a conceptualization of relational pedagogy from a theological perspective. It offers commentary on the potential of relational pedagogy for Christian faith-based schools informed by the scholarship of German…

The paper argues that what is left behind in the current era of accountability is the educational content. The authors present "shedding the content" as the great challenge of teaching and learning in today's schools. They turn to the tradition of "Bildung" and outline the theoretical background for the "content-focused…

A team of secondary school language teachers and a teacher trainer developed a new method for Dutch writing instruction. The principles underlying the method were derived from insights regarding activating instruction and self-directed student learning. The development entailed two phases. In the first phase, the exploration of actual problems in…

This study examines the mediating role of homework in the daily practice of a middle-school mathematics teacher and her colleagues in Shanghai. It aims to explore how a system of homework activities mediates and engenders a cultural pedagogy characterized by transforming errors into resources for teaching and learning. The transformation itself…

This paper examines the impact of task structure on students' learning processes in the context of several case studies in practical secondary school science. Three levels of differentiated task structure were investigated: open (no structured in-task support), partially structured (some in-task support), or prescriptive (highly structured in-task…

Various psychoanalysts have written about the implications of psychoanalytic theory for teaching and learning. Although many curriculum scholars have offered their personal interpretations of the relevance of psychoanalytic theory to education, there is very little in the educational literature about what psychoanalysts "themselves" have had to…

The classroom experience contains an infinite number of variables that cannot realistically be related to in any manageable teacher's manual. When manuals aim at being "practical", what is produced is often something that looks like practicality, but is not. Curriculum-writing needs a new approach, intended to educate teacher rather than students.…

Describes how a group of primary schools in Northern Ireland plan to make the shift to a differentiated curriculum. Differentiation, in this context, refers to a broad effort to teach to individual students' abilities and needs. Concludes that although progress was made, more work needs to be done. (MJP)

Discusses the application of Jungian analytical psychology to education. The author outlines Jung's concepts which relate to the foundations of education, personality development, cognitive processes, motivation, and curriculum theory. (AM)

Argues that objectives are indispensable in planning an educative environment. Examines the "process model" which shuns curricular objectives, because they restrict children's inquiry. Proposes a method which recognizes the necessity of objectives while avoiding the restrictions on children's freedom which those restrictions often impose. (GEA)

Discusses a study designed to evaluate the relationship between curriculum innovation and the classroom instructional methods of teachers and their students. Concludes that although significant changes in classroom practices accompany the introduction of a new curriculum package, the changes were antithetical to the intentions of the package…

Education, as a rational business, has largely ignored children's fantasies. Rather than dismissing fantasy, as both traditional and progressive educators have, the educational task is to begin the process of linking to the real world those basic concepts which make fantasy so engaging and meaningful to children. (IS)