Considers the need for a definition of "whole language" and difficulties involved with such a definition. Characteristic experiences in whole language learning communities are discussed. A case study is also provided. (Author/BB)

Uses a Weberian sociological approach to examine teachers' beliefs and discussions about play. Teachers held differing beliefs and their actions were related to their belief systems. Reasons for intervention fell into three Weberian constructs: cultural, social-political, and economic influences. (Author/BB)

A description is given of a college physical education course, "Non-Traditional Team Sports," in which the affective goals assume primary importance. A secondary emphasis is placed on lifelong physical fitness as a by-product of the program. Topics discussed include student responsibility, student journals, discipline, and curriculum objectives.…

This editorial essay discusses four important questions addressed by most of the contributors to the current issue: (1) What is meant by "education" in the context of the current reform movement? (2) What are the social goals of education? (3) What are the mechanisms for accomplishing educational reform? and (4) How do we structure…

This critique of an article by B. Kumaravadivelu argues that principles/strategies should not and cannot replace methods; it also takes issue with Kumaravadivelu's claim that his strategic framework is an alternative to, not simply an addition to, method. A reply by Kumaravadivelu is included. (Contains nine references.) (LR)

Examines John Dewey's remarks about the interrelationship between democracy and education in light of historic conditions in Czechoslovakia and postcommunist realities. Suggests that the world often has little in common with Dewey's social framework which conceived education as a means of guiding children toward active citizenship. (MAB)

The concept of savant syndrome, encompassing those individuals historically known as "idiot savants," is reviewed. Case studies demonstrating special abilities in the areas of calendar calculating, musical ability, artistic talent, memorization, mathematical skills, mechanical achievement, and fine sensory discrimination are discussed,…

Assessment of student work in the collaborative classroom is dynamic, ongoing, and can be suited to the particular needs of individual instructors. It enables both instructor and students to reframe their personal understandings of the learning process and knowledge acquisition. The challenges can be met by planning, careful consideration of…

This overview of several programs, techniques, and approaches related to improving schools and student learning includes brief outlines of restructuring, effective schools, cooperative learning, whole language, technology, multiple intelligences, the Coalition of Essential Schools, the Accelerated Schools Project, the School Development Program,…

This introduction to six articles on learner-centered instruction of students with hearing impairments briefly looks at such principles as the importance of expectations, the interaction between practice and research, collaboration, reflection, and lifelong learning. (DB)

The design principles for professional development schools articulated by the Holmes Group are not currently reflected in laboratory schools. However, if they are to play a major role in the future preparation of teachers, laboratory schools can and should make the transition to professional development schools. (IAH)

Several members of the Sequoia Foxfire Teachers Network in California discuss their teaching experiences in multicultural classroom settings, including issues of empowerment and democracy, difficulties in communicating with children who have different language and cultural backgrounds, problems in developing a sense of community among students,…

Describes an information curriculum based on 10 core concepts that form the basis for understanding and using libraries and managing the information they contain. The implications of this resource-based educational approach for evaluating learner outcomes, developing information sheets, and guiding student inquiry are presented. (KRN)

This paper presents the position of the Council for Exceptional Children's Division on Career Development that education for career development and transition should be provided to all elementary-aged students. Information supporting the position covers career development stages, desired educational outcomes, and principles of elementary-level…

This article describes a program to prepare students with moderate to severe disabilities for later community-based vocational instruction. It offers general principles, suggested content areas, and examples of appropriate school-based vocational activities. Tables outline Department of Labor guidelines and recommended amounts of time for…