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Peer reviewedDeegan, Dorothy H. – Reading Teacher, 1995
Raises issues related to the relationship between literacy practices and literacy philosophies and theories. Addresses the question of whether the "great debate" regarding literacy education can and should be resolved. (SR)
Descriptors: Educational Philosophy, Educational Principles, Elementary Education, Literacy
Peer reviewedSpiegel, Dixie Lee – Reading Teacher, 1995
Responds to an article in the same journal that raises issues related to the relationship between literacy practices and literacy philosophies and theories. Suggests that the "great debate" regarding reading instruction cannot be resolved. (SR)
Descriptors: Educational Philosophy, Educational Principles, Elementary Education, Literacy
Peer reviewedKameenui, Edward J. – Reading Teacher, 1995
Responds to an article in the same journal that raises issues related to the relationship between literacy practices and literacy philosophies and theories. Recommends that educators get on with the business of teaching all students to read. (SR)
Descriptors: Educational Philosophy, Educational Principles, Elementary Education, Literacy
Peer reviewedDeegan, Dorothy H. – Reading Teacher, 1995
Comments briefly on two responses to this author's article in the same journal that raises issues related to the relationship between literacy philosophies and theories and literacy practices. Suggests that the "great debate" continue. (SR)
Descriptors: Educational Philosophy, Educational Principles, Elementary Education, Literacy
Fosnot, Catherine Twomey, Ed. – 1996
The 13 essays in this book examine the theory of constructivism in relation to teaching and learning. The first section provides an account of the epistemological, psychological, and sociocultural research that serves as the theoretical basis of constructivism, and includes the following chapters: "Introduction: Aspects of Constructivism" (Ernst…
Descriptors: Beginning Teachers, Child Development, Concept Formation, Constructivism (Learning)
