Explains how educators can create a living educational theory and improve their practice by reflecting on the improvement process. Reflection must focus on areas like acknowledging one's existence as a living contradiction, showing values in action, and determining which power relations influence the academic legitimacy of a living educational…

Quantitative research on feedback that college teachers receive from student ratings is methodologically critiqued. The critique is based on a recently completed review and statistical study of 28 related studies by R. L'Hommedieu, R. J. Menges, and K. T. Brinko. Feedback effects may be stronger than research indicates. (SLD)

A design studio for instructional leadership required educational administration students to apply content knowledge acquired in their traditional preparation courses to school problems and defend their proposed actions. Results reveal some outcomes of changes in course structures grounded in cognitive theories of adult learning and action. More…

A dialogical model is proposed for connecting theory to practice in teacher education by conceiving of cases from case-based pedagogy as problems that initiate shared inquiry. Cases with genuine cognitive and axiological content can initiate self-directed, student-centered inquiry while building democratic dialogical communities. (SLD)

A study used factor analysis to categorize and describe learning strategies in 1,200 university students. Results are reported from the perspectives of information processing theory and social psychology, and specific implications for classroom practice are discussed. (44 references) (MSE)

There is an emerging curriculum vision that transcends the subject-centered and multidisciplinary approaches characterizing most junior high schools and middle schools. This article addresses practical issues (course content, teacher identities, planning, classroom life, and larger purpose) that have arisen around the integrative curriculum…

Reviews research on teaching and teachers' thinking and practical knowledge. Formulates questions regarding discourse practices, production, and research. Centers on themes of story, voice, and form. Looks at how experienced and novice teachers create meaning. Asks whether the teachers' voice is given expression in research on teacher thinking.…

Reports a case study illustrating how one school district's reform efforts replicate the unequal distribution of knowledge, power, and resources by race and class that occurs in society. Discusses three dominant patterns in education organizational change theory (functionalism, culturalism, and critical theory) and suggests more equitable paths to…

Describes findings of a study that examined teachers' attitudes toward educational research and their perceptions of themselves as researchers. Survey results indicated that teachers' attitudes toward research improved dramatically as a result of completing action research projects which were found to be an effective means of promoting reflection…

Discusses the role of educational research in preservice and inservice teacher education in Poland. The paper notes that, after 40 years of Communist rule, it is important to overcome the shortage of well-established local communities and of strong organizations of individuals interested in developing Poland's education. (SM)

Describes the community service learning (CSL) activities of the Students Teaching Students program at LEAD USA in Williamstown (Massachusetts), a program that lets students set their own learning goals and receive college credit for CSL. The Berkshire Energy Project through Williams College, one model of this program, is described. (SLD)

Asserts that economics education is a desirable goal for the elementary curriculum because elementary students can learn and understand economic concepts. Reviews four "Teaching-Learning Principles" based on empirical research about learning effectiveness. Applies these principles to economic concepts such as scarcity, cost-benefit analysis, and…

Describes a field study in which the researcher developed a feminist materialist alternative to the subject object dualism in ethnography; critiques the discourse of naturalistic ethnography and presents various political and ethical implications for forms of feminist and critical theory and praxis. (GLR)

Describes the literacy approach to learning at Cherry Valley Elementary School in Polson, Montana. Strategies include developmentally appropriate practices, child-centered activities, staff leadership teams, individualized reading enrichment, community partnerships, extensive family involvement, and staff development. Sidebar details the…

Presents work accomplished at the 1998 National Communication Association Summer Conference. Outlines reasons for theory-based education in public relations. Presents an integrated model of student outcomes, curriculum, pedagogy, and assessment for theory-based master's and doctoral programs, including assumptions made and rationale for such…