Four articles discuss recent findings on early brain development, describe classroom applications for specific findings, and include a brain compatibility evaluation: (1) "Primed for Learning: The Young Child's Mind" (Karen Stephens); (2) "Turning Knowledge into Practice" (Pam Schiller); (3) "Is Your Program Brain…

This response to Rule et al. (EC 620 843) concerning translating research on naturalistic instruction into early-intervention practice with young children with disabilities raises concerns about treatment fidelity in such research studies, and notes the existence of pioneering models for studying treatment fidelity. (DB)

This response to Rule et al. (EC 620 843) concerning translating research on naturalistic instruction into early intervention practice with young children with disabilities questions whether the main features of naturalistic instruction are often fully implemented, and suggests that following the suggested guidelines might lead to actually…

Analysis of responses (N=141) to a survey of teacher educators concerning the Case Method of Instruction (CMI) found that 78% were using or had recently used CMI; CMI was used most frequently in assessment and methods classes. Respondents identified CMI advantages as the application of theory to practice and development of problem-solving skills.…

Finds that preservice teachers in a reading-methods class felt that working with elementary students in a one-to-one tutorial program made them knowledgeable and confident, especially having continuous opportunities to put theory into practice, with support from more experienced and knowledgeable others; developing close and caring relationships…

Constructivist learning, based on students' application of knowledge to solve authentic problems, is a culture, not a fragmented collection of practices. Constructivism places high demands on teachers' subject-matter knowledge, pedagogical skills, and design of independent student projects. Major changes in curriculum, scheduling, and assessment…

Outlines major reform postulates and reform projects in teacher education in the Great Britain and the United States, including national standardization, orientation toward competency and educational practice, and functionalization of school reform and teacher-education reform for national competitiveness. Points to a marginalization of theory in…

Argues that the idealism that is central to most stories of good teaching practice can become an obstacle when teachers who do not work in optimal conditions try to turn "theory" into practice. Offers an alternative narrative of "good" teaching: teacher and students constructing an intellectually engaging experience under less-than-optimal…

Describes the development of an award-winning university/school partnership whose core is teacher development through mentoring. The partnership provides ample opportunities for professional development of practicing teachers, cultivates effective field placement sites for preservice teachers, and focuses on helping teachers reach their full…

Discusses theoretical ways in which science-teacher inservices and training could be phased through time for maximum effect. Criticizes existing theories in light of the experience of the Primary Science Program in South Africa and proposes a synthesis model for inservice phasing. Contains 31 references. (Author/WRM)

Building on Durkheim's (Emile) emphasis on the moral dimensions of social reality and using it to explore contemporary computer education, contends that many of his claims are justified. Argues that the college computer department has created a set of images, maxims, and operating assumptions that frames its curriculum, courses, and student…

Explores whether reflective analysis promotes integration of theoretical knowledge presented in a course on motivation, with the practice of classroom management during a practice teaching round. Analyzes narrative accounts of practice where subjects recorded observations and reflections of experiences. Results indicate the presence of principal…

Examines the use of Vygotskian theory in early-childhood programs, focusing on how educators provide a medium of content and a means of communication allowing the child the opportunity to interact. Explains the concepts of scaffolding, the zone of proximal development, and inner speech. Delineates steps for guiding techniques to give language to…

Offers a perspective, grounded in theory and practice, on issues of readiness and education during the preschool and kindergarten years. Stresses the role of adult involvement in children's learning, and emphasizes preschool as an essential time for building cognitive skills. Illustrates with images drawn from practice in Korean early-childhood…

The successes and disappointments encountered in two programmatic efforts to incorporate effective instructional practices for students with learning disabilities into mainstream classroom activities are highlighted. The lessons learned from these two examples lead to implications for researchers and practitioners interested in improving…