Agrees with Rene Arcilla that philosophy of education is a marginalized discourse caught in the tension between academic (philosophical) credibility and practical (educational) relevance, suggesting that the greatest threat is in failing at both. The essay offers historical background and context for this debate, showing how it has recently…

Responds to Rene Arcilla's article, "Why Aren't Philosophers and Educators Speaking to One Another?" suggesting that Deweyan philosophy of education is not the whole of philosophy of education, noting difficulties with the Deweyan view with which Arcilla is concerned, discussing problems with Arcilla's analysis of both the Deweyan view…

Responds to Rene Arcilla's article, "Why Aren't Philosophers and Educators Speaking to One Another?" agreeing that there is a problem but disagreeing about its scope and solution. The essay explores the role and responsibility of philosophers of education as mediators of cross-cultural communication between philosophers and educators and…

Responds to Arcilla's article, "Why Aren't Philosophers and Educators Speaking to One Another?" metaphorically taking philosophy and education to marriage counseling to explain their grievances against each other, critiquing gender segregation in these two endeavors, questioning whether this "marriage" should be saved, and…

Comments on several responses to Arcilla's article, "Why Aren't Philosophers and Educators Speaking to One Another?" asserting that Arcilla is correct and that there must be conversation between philosophy and education. The article recommends situated philosophy and concludes that demonstrating the viability of philosophy of education…

Discusses the problems music teachers have with assessment because they teach a wide variety of students. Addresses the reasons why music teachers should assess their students. Includes ten tips for teachers on how to assess students in the music classroom. Provides information on using an electronic grade book. (CMK)

Discusses improvements in university teaching and reports on three initiatives in an Australian university which created opportunities for teachers to share their understandings with others and gain recognition for their contributions. The initiatives centered on the development of Teaching Enhancement Teams--groups of good teachers working…

Presents principles and strategies for child care coaching and mentoring systems, including: (1) think in terms of a learning and empowerment process; (2) treat staff as you would have them treat children; (3) provide training for different needs and interests; (5) emphasize dispositions as much as skills and knowledge; and (6) build a community…

This study of multi-professional collaboration in special schools in Britain included the development of a collaboration scale based on professional descriptions of collaborative activities which fell into three broad categories: planning activities, sharing activities, and goal-achieving activities. Respondents generally reported a fairly high…

Describes the Japanese approach to educational improvement called "research lessons," actual classroom lessons taught to a teacher's own students but observed by other teachers, recorded, and discussed. Outlines the impact of research lessons as examples of good educational practice that can be disseminated throughout Japan. (SLD)

Estimated collaborative supervision's effects on five teacher affective variables (commitment to teaching, commitment to school, trust in administration, trust in teachers, and desire for collaboration) and two personal-decision variables (efficacy expectations and outcome expectations). Teacher implementations favored collaboration and commitment…

Describes Project Colleague, an effort of the New England Resource Center for Higher Education to connect faculty from various institutions and disciplines involved in community service work. Five full-day meetings focused on such topics as project initiation and development and working with the community. Faculty trained through the Project are…

Discussion of the current trend toward professional collaboration in serving students with disabilities focuses on four misunderstandings that may undermine appropriate collaboration, specifically: (1) "Everyone is doing it"; (2) "More is better"; (3) "It's about feeling good and liking others"; and (4) "It comes naturally". (Contains four…

The Improving the Quality for All project in England and the Manitoba School Improvement Program in Canada have demonstrated considerable success in working with schools. This article traces both programs' development, analyzes their different approaches, and reveals commonalities. Both programs encourage teacher collaboration and foster…

Examines the innovative capacity of primary schools in the Netherlands comparing the schools with high innovative capacity to schools with low innovative capacity focusing on four components: (1) the context of the school; (2) collaboration among teachers; (3) school leadership; and (4) the school as a learning organization. Discusses the findings…