The article provides a century-long sociocultural history as it relates to curriculum and educational leadership. Not every historical dialogue between the two fields has been productive: that is, in addition to holding this complicated conversation, there needs to be a focus on the meanings of the public good inside national contexts, in our…

Critiques direct instruction for its emphasis on fact accumulation at the expense of thinking skill development. (SJL)

This introduction to three papers on effective instruction of students with disabilities provides a conceptual model for effective instruction linking components of effective instruction to principles and strategies that provide a framework for intervention and lists specific tactics for teachers to use in delivering instruction. (JDD)

Proposes a new paradigm for teaching and learning based on the concepts of contexualized multiple intelligences (CMIs) and concepts and processes of triplization, including globalization, localization, and individualization. Implications of the new paradigm for changing curriculum, pedagogy, and general educational reform are drawn. (DB)

We welcome you to the International Conference on Education and New Developments 2014, taking place in Madrid, Spain, from 28 to 30 of June, 2014. Education, as an important right in our contemporary world, began since we exist. Knowledge and skills were passed by adults to the young, and cultures began to extend their experiences through various…

Describes the elements of a democratic education model currently being used in Scottish schools. The model relies on reflective classroom practice, includes both structure and freedom in the learning environment, provides reproductive and productive forms of learning, and furthers the ideal of democracy through everyday classroom practice.…

This paper discusses arguments for the social nature of knowledge construction, the balancing influence of individual knowledge construction, conceptualization of the relative roles of individual and social dynamics in children's learning, important principles of effective instruction, and implications for designing educational programs for…

The importance of balancing content instruction with instruction in higher level thinking skills for gifted students is emphasized. The article recommends providing students with sophisticated content, relating that content to essential underlying generalizations and principles, and then concentrating on thinking skills. (SW)

This introduction to a series of articles on the scaffolding metaphor in learning disabilities research introduces each article and raises two main concerns: the lack of careful delineation of how scaffolding becomes operational in research studies and constraints in the use of scaffolding arising from communication problems. (DB)

This monograph on teaching students with emotional and behavioral disorders (E/BD) is divided into two parts, one that offers historical perspectives and one that looks at future directions. Following an introduction, individual sections of Part 1 address the following topics: (1) a brief history of special education for E/BD students; (2) key…

Basic values and beliefs of British education for students with special needs are addressed in terms of "3 R's", i.e., Rights for learners, Responsive pedagogy, and Research for special needs education. Models for addressing these three aspects of special education are offered. (DB)

Discusses curriculum for students with hearing impairments is discussed by using a paradigm of practical curriculum inquiry-based humanistic principles with a primary focus on self-understanding. Curriculum is viewed as being socially grounded and constructed. This reconceptualization of curriculum is based on the fundamental elements of teachers,…

This article presents major principles of constructivism for teaching and learning of students with disabilities and those at risk for school failure. It describes three idealized constructivist models (endogenous, exogenous, and dialectical) and explores major issues related to constructivism, including the possibility of integrative stances.…

This paper addresses orientation and mobility (O&M) training for people with multiple severe disabilities including visual impairments. The historical origins of O&M training are reviewed, noting difficulties with applying the traditional curriculum with such groups as very young children, the elderly, and those with multiple disabilities. A…

Creates a framework for understanding the paradigm shift in teaching and learning, describes how the shift applies to instructional practices, and synthesizes principles and indicators guiding the observation of teaching. The new paradigm is based on cognitive development research and constructivist theory and is antithetical to the old paradigm…