Expresses doubts about whether the evidence presented by M. Wang, G. Haertel, and H. Walberg provides robust and consistent findings that could, or should, be used to inform educational policy and practice. Discusses five questions about the methodology of the study, and indicates that basing educational policy on their findings would be merely an…

Explores the role and purpose of research synthesis, and defends the conclusions drawn about school learning. The selection of the broad outcome "school learning" was an attempt to show that educational research and development can answer important questions about schooling. (SLD)

Review of book on the concept of pedagogical content knowledge (PCK), including chapters reviewing an extensive body of research on the knowledge base for teaching, especially science, and the application of PCK to the design of elementary and secondary school science teacher-education programs. (PKP)

Investigated three experienced elementary teachers' practices and beliefs when implementing design and technology education for the first time. Teachers lacked knowledge about the new curriculum. They did not capitalize upon opportunities for scaffolding students' learning within the open-ended activities they implemented. Prior conceptions of…

The problem of secondary teachers' resistance to becoming teachers of reading is well documented. Unfortunately, the dominant model for many courses and in-service presentations has been transmission--teacher educators presenting knowledge and strategies for improving adolescent literacy and then expecting preservice and practicing teachers to…

The purpose of this study was to examine how various opportunity to learn (OTL) variables impact student outcomes and whether these effects are consistent across different subject areas. In this study, we examined the impact of OTL variables on student performance on English and algebra assessments. Despite the differences in the subject areas, 3…

This article addresses word study for upper elementary and middle school classrooms. Word study is often neglected in classrooms due to misconceptions and fears of classroom teachers, especially teachers of older students. Conclusions from a research project conducted with teachers reveal both positive and negative understandings of implementing…

This study developed a teacher knowledge survey that measured teacher knowledge of reading-related concepts. Use with 41 second- and third-grade teachers and then 103 third- and fourth-grade teachers found significant associations among teachers' knowledge, classroom reading achievement levels, and teachers' observed teaching competence. The…

Reviewing and rethinking the 'knowledge base' for teacher education has become a particularly critical issue in recent times, given profound social and cultural shifts and changes and the emergence of new epistemological, political and technological conditions and contexts. This paper takes up the question of what are the key conceptual and…

This study, in order to analyse the internal differentiation of pedagogic (scientific) knowledge, uses Habermas's development of Weber's work and, in particular, his socially constructed forms of instrumental-strategic, moral-practical and communicative rationalities. Additionally, it correlates these distinct forms of rationality to the "serial…

The studies considered in this review of recent research on teachers' professional identity can be divided into three categories: (1) studies in which the focus was on teachers' professional identity formation, (2) studies in which the focus was on the identification of characteristics of teachers' professional identity, and (3) studies in which…

The need to enhance the relevance and quality of pre- and in-service teacher education in India has long been recognised in official commentaries. Despite the structural innovation of District Institutes of Education and Training to enhance systemic responsiveness to local contexts, training messages mediated through DIETs are largely not having…

This article focuses on characteristics necessary to be an effective teacher for all children, regardless of their academic ability, ethnicity, socioeconomic status, family structure, sexual orientation, and ability to speak English. The article gives attention to the issues of equity and social justice as it addresses the knowledge and skill base…

The prevailing performance discourse in education claims school improvements can be achieved through transparent accountability procedures. The article identifies how teachers generate performances of their work in order to satisfy accountability demands. By identifying sources of teachers' knowledge that produce choreographed performances, I…

This article examines the challenges of discussing deeply rooted notions of ability, intelligence, and tracking in teacher inquiry groups and offers suggestions to educators who want to begin dialogue about detracking at their schools. Specifically, this article underscores the importance of unpacking the terms tracking and detracking, exploring…