Explores curriculum reform at research universities through an interview with Larry Cuban, professor of education at Stanford University. Overall, broad, fundamental changes in higher education are reduced to narrow and incremental changes, so that in spite of constant pressure to reform, there is a lot of stability in school and university…

Investigates beliefs about evolution of students enrolled in an introductory biology course in a Midwest community college. Focuses on the changes in beliefs and their effects on academic achievement and creationist views. (YDS)

Reviewed the literature on interventions to promote self-determination for individuals with disabilities and performed a meta-analysis of 22 studies to investigate the nature and outcomes of such interventions. Discusses results with regard to the idea that self-determination can be taught and learned. (SLD)

Presents a vision for the future of evaluation in which it will play an expanded and more productive role within organizations. This future will emphasize a learning approach to evaluation that is contextually sensitive, ongoing, and supportive of dialogue, reflection, and decision making at all administrative levels. Traces the development of…

Describes four lessons that educators can learn from their mistakes. (PKP)

Asserts that the way schools organize instructional practice often inhibits teaching and student learning. Offers suggests for improving the organization of instruction. (PKP)

Offers an outline and a characterization of the didactics of mathematics--alias, science of mathematics education--as a scientific and scholarly discipline. Discusses why its endeavors should be of interest to research mathematicians. Presents a number of findings in the discipline, including the astonishing complexity of mathematical learning and…

Considers new ideas about the nature of learning and knowing as lenses for the understanding of research on teacher learning, focusing on issues in teacher education. Provides an overview of three conceptual themes that are central to the situative perspective that knowing and learning are situated in physical and social contexts. (SLD)

Reflects on the work of Robert B. Davis in mathematics education. Discusses his ideas about theories and practices in mathematics education and instruction. (Contains 25 references.) (Author/ASK)

Reports on four case studies developed at The Carnegie Foundation as part of a larger inquiry into cultures of teaching in higher education today. Examines professorial careers that are being crafted around the scholarship of teaching and learning at doctoral and research universities. (EV)

Studied the learning conceptions of 27 students in their last year of elementary school (grade 6) in the Netherlands. Results show these students to have different beliefs about aspects of learning, resulting in three identifiable learning conceptions: restricted learning conception, functional learning conception, and developmental learning…

Conceptual development may be described in terms of a gradual shift in which one of several alternative explanatory principles is the learner's preferred choice. Illustrates the long-term nature of conceptual change as a learner comes to see the limitations of one explanatory framework and the scope for exploring and developing another. (Contains…

The basic task of educational theory is to ground education in the being of children and youth. Education, however, is a very broad domain, consisting of four major problem areas: (1) the nature and aim of education; (2) the organisation of instruction and school policy; (3) the design and content of the curriculum; and (4) the teaching and…

This article examines two ideologies that have been prominent in recent, if not current, education thinking. The first is that means can be separated from ends (or processes from products); the second is that learning is merely a process of knowledge acquisition. Attention to these ideologies arises from two projects in the overlapping fields of…

In their review of the empirical research, Muis, Bendixen, and Haerle (2006) bring closure to the debate between domain specificity and domain generality of epistemic beliefs and provide a framework for future research. In response to their review, this article comments on issues that remain for those who wish to examine the nature of the…