The author outlines four causes of classroom discipline problems: lack of administrative leadership; poor teacher organization; lack of a basic set of principles for avoiding disruption; and failure to identify the characteristics of potentially disruptive students. For each factor, successful practices are identifid. (Author/SJL)

While advocating one theory, based on developing critical abilities, which he feels best rationalizes the total literary experience, the author argues that almost any rationale would be preferable to the current absence of a rationale for college literature curriculum--better both for the students and for the discipline. (Author/SJL)

Tracing the development of comprehensive schools in relation to working class protests against separate schools for different social classes, the author argues that comprehensives may yet fail because lower-class children continue to be patronized by teachers who feel they cannot learn. (Part of a theme issue on comprehensive education in…

The staff of West Moors Middle School in Dorset, England, contribute their experiences and ideas on the nature of middle school education for children aged 9-13. Student characteristics, school size, curriculum, and teaching practices are discussed. (SJL)

Ten key issues and obstacles pertaining to mainstreaming are discussed, including redefining the relationship between special and regular education, the schock of normalization, recognition of physical and psychological barriers, teacher attitudes, labeling, and the individualized education plan. (DLS)

Adult educators should be concerned with interpreting the concept of adult education to significant others. The newcomer to adult education needs to be aware of the following eight themes for a basic understanding: social and cultural climate, philosophical roots, program structure and forms, institutional bases, implementation processes, planning…

Discusses research from a variety of disciplines that focuses on professional education and the implications of such research on the formal preparation of professionals in higher education. Presents a three-level model of professional preparation that emphasizes the development of knowledge, skills, and attitudes, performance in simulated or…

This article offers strategies for implementing a process approach to teaching written composition, emphasizing prewriting, writing, and rewriting. Discussion of three functions of writing, including expressive writing, transactional writing, and poetic writing, is included. Writing process principles are linked to gifted education principles to…

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…

Reflects on the author's training as a Reading Recovery teacher and examines her uneasy feelings about this highly acclaimed program. Notes that teachers do not have a voice in their training and that students do not have a voice in their Reading Recovery lessons. (SR)

In the last few years, the issue of values has become increasingly important in Canada, especially in schools. Students hold values which they build from their social experiences and families, and educators must decide how to resolve the daily conflict in values that crop up in their schools, in the context of globalization and a greater openness…

Describes some of the many conceptions of learning that have guided the field of instructional design in two main periods: one focusing on learning from an objectivist perspective, which lasted most of the 20th century, and one focusing on learning from cognitive and social constructivist perspectives, which has dominated the past decade. (AEF)

Examines instructional design theories and elaborates principles about when learning is promoted, i.e., when learners are engaged in solving real-world problems, when existing knowledge is activated as a foundation for new knowledge, and when new knowledge is demonstrated to the learner, applied by the learner, and integrated into the learner's…

Explores defects in the U.S. system of higher education, particularly professional degree-granting institutions. It is suggested that the system's pivotal fault is an emphasis on an antiquated, authoritarian method of education which reflects an antidemocratic ideology, meritocracy. The case of Boston University is used to discuss these views.…

Pros and cons of the Regular Education Initiative are presented in terms of legal premises, labeling and classification, funding, effectiveness, teacher competencies, curriculum, and professional barriers. It is concluded that the initiative has achieved much and will achieve more as the debate continues, but debate should be used as a learning…