Sketches the development of didactic research in France in the field of language and literature over the past two decades. Proposes answers to these questions: What is the status of the notions taught by the discipline? How are these notions constituted? What is the role of values and knowledge in school exercises and school goals? What is to be…

Notes that the further education (FE) sector has changed more over the past decade than any other educational sector in Britain; FE colleges are being assigned a central role in the new post-compulsory system designed to develop a "learning society." Outlines a values foundation for the new FE sector and programs. (DSK)

Describes the use of a mystery substance, Oobleck, in a graduate-level course for secondary special-education teachers that considered ways to teach science. Principles of science instruction, teaching students with diverse disabilities, instructional congruence, student assessment, and modifications are addressed. (DB)

Illustrates how each of these principles may guide decisions about Web-based design for young children consistent with developmentally appropriate practice: (1) simple, clean and concrete design; (2) adult guidance; (3) progressive and individualized; (4) relevant to children; (5) integrated activities; (6) active and enjoyable; and (7)…

Argues that various reforms have been initiated in an attempt to respond to calls for school improvement, and although well-intentioned, most attempts have failed to bring about the substantive change needed in American schools. Discusses first- and second-order change and middle school philosophy. Recounts two stories of change. (SD)

Summarizes the current political and social aspirations of the gay and lesbian movement and the educational implications. Considers evidence of the extent to which gay and lesbian aspirations are receiving a sympathetic hearing. Develops a Muslim perspective on male homosexuality based mainly on Islamic teaching and notes implications for…

Responds to "Deception of Inclusion" (Chesley and Calaluce) by discussing the meaning of inclusion in three parts: (1) by acknowledging the meaning of education itself; (2) by describing the effect of inclusive programs; and (3) by explaining why professionals need to begin to recognize parents as essential collaborators. (CR)

One of a series of articles on principles of good practice in legal education, this article focuses on the importance of communicating high expectations. Discusses transmitting expectations through relationships, motivating students to want to do more for themselves, countering racist and sexist expectations, and modeling high expectations. (DB)

Describes outdoor education students' developmental needs for belongingness, acceptance, care and friendship, praise and recognition, responsibility, self-respect, creativity, achievement, and new experiences. Explains how upward, outward, forward, and downward models of personal growth can be linked to developmental needs to enhance and evaluate…

Suggests principles for embedding support in instruction to facilitate self-regulation (SR) in less expert learners. The principles are based on analysis of the growing body of research on the distinctive SR differences between higher and lower achieving learners. Analysis revealed four instructional principles that designers should consider to…

Presents the core concept of the History/Social Science Framework; the six guiding principles; reasoning, reflection, research, and content in history and social science; and the core knowledge guidelines for the U.S. and world history that are grouped under commonly-recognized eras. (CMK)

Provides 10 steps to classroom success: (1) develop a course profile; (2) complete the course; (3) return assessments quickly; (4) integrate humor with course content; (5) learn students' names quickly; (6) utilize the textbook; (7) empower students with study skills; (8) develop "targeted homework"; (9) demonstrate flexibility; and (10) exemplify…

Discusses ways to empower student learning in middle schools by providing learning environments that encourage student input, influence, and responsibility; respect cultural pluralism; and engineer congruence between the content and methods of instruction and students' life experiences and cognitive styles. (JPB)

This article explores the practice of social inquiry in professional work, drawing from the democratic ethics of John Dewey. It explains how Dewey viewed inquiry as free, cooperative, and practical and concludes with a description of advisory work within the self-advocacy movement as an example of Deweyan democracy in action. (Contains…

In this response to an article exploring the practice of social inquiry in special education by drawing from the democratic ethics of John Dewey (Danforth, 2001), the value of professional knowledge based on science is stressed. It argues that mismatching forms of knowledge with questions causes problems. (Contains references.) (CR)