A new model for pedagogy needs to be developed that is based on the use of technology and student independence. There is no meaningful research leading to a new theory of pedagogy; current educational practices do not reflect contemporary needs. It must be determined whether children have any standing in the debate over educational reform. (AEF)

The article outlines the use of reflective journal writing to help develop preservice teachers as reflective practitioners. Journals allow students to determine their own focus and what they want to understand, and to have their ideas seriously valued as knowledge being personally constructed. The importance of collaboration is examined. (SM)

Educational administration research is frequently criticized for overlooking issues of learning and teaching in schools. This special issue features four articles suggesting steps to establish a larger research agenda on learning, teaching, and educational administration. Topics include common schooling problems, school-based management,…

While reminiscing over wine and granola bars, some elementary teacher-survivors from the sixties pondered timeless teaching truths newly "discovered" by education reformers, including authentic assessment, cooperative learning, a national curriculum, and brain-compatible learning. Reformers are insensitive to realistic classroom contexts when…

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)

An overview of how reading has been used in the English-as-a-Second-Language (ESL) writing classroom is offered, example of changes in reading and writing models are examined, current views of the connections between reading and writing are discussed, and application of these connections in one advanced ESL writing class is reported. (85…

This introduction to the special issue summarizes issues raised in the nine subsequent contributed papers, which discuss research findings on communication and language development in persons with mental retardation or developmental disabilities. The paper stresses the direct relevance of the research for prevention, assessment, intervention, and…

Discusses teachers' knowledge and beliefs about mathematics and how mathematics is best taught and learned. Considers interrelationships between beliefs and teachers' classroom practices. Argues that instruction is shaped by teachers' knowledge and beliefs and that meaningful change in instruction will entail fundamental changes in what teachers…

Examines the reconceptualization of curriculum studies, noting responses to interpretation, praxis, and institutional change. Rejecting the traditional theory-practice split in education raises the challenge of how to design empowering curriculum practice. The article describes preservice teacher education based on a specific interpretation of…

The Holmes Group's concept of professional development schools challenges conventional assumptions about how practitioners acquire knowledge of educational practice and how theory and practice are related. This article examines these assumptions and their implications for administrator preparation in professional development schools by analyzing…

Maintains that the controversy concerning the effects of early nonmaternal care on the quality of infant-mother attachment is in part the product of fundamental theoretical differences among researchers. (BB)

Guidelines to help ensure that educational research is meaningful and important include (1) have confidence in your own conviction and methods; (2) remember that the conduct of research is an artistic activity; and (3) try to situate the inquiry in a social and historical context to increase its meaning. (SLD)

The present author's experiences teaching a graduate course on evaluation for those who train adults in various settings illustrate how principles of adult learning made the course practical. Outcomes from class experiences with an actual program evaluation are described for the students, evaluation client, and teacher. (SLD)

Describes the variety of motivating instructional techniques modeled by the instructor in an undergraduate foundations of education course: lecture with transparencies; effective use of videos; cooperative learning; effective review techniques; computer-assisted instruction; and the Program for Effective Teaching model. (IAH)

Review of 48 studies concerning interventions designed to impact the reading comprehension of students with learning disabilities suggests that strong effect sizes are more likely when researchers compare experimental treatment to nontreatment, deliver treatment themselves rather than have classroom teachers deliver it, and assess treatment…