Research supported by NICDH research grant HD-MH-03008.

Jane Roland Martin's charge that a male cognitive perspective dominates educational philosophy is assessed. Martin's views on the ideal educated person (in writings of R. S. Peters and others), gender bias in the intellectual disciplines, the rationality learning theory, and self-alienation of educated women are analyzed. (PP)

Lists suggestions for implementing a reading-for-meaning instructional approach that focuses on the development and comprehension of language. (FL)

Concludes that J. Piaget's cognitive developmental theory may be used as a framework to understand reading in all children, while visual perception showed no relationship to any measure of reading. (FL)

Describes St. Mary's School's first grade mathematics program using a holistic, right hemispheric functioning process based on the rhythmic theory of learning. Reviews research indicating that learning styles among American Indians have a greater dependence upon right hemispheric functioning. (DMM)

This study examined the effects of field dependence/independence and the level of operational development on the mathematics achievement of 450 students in grades 6-8. Field-independent students scored significantly higher on total mathematics, concepts, and problem-solving tests. High-operational students scored significantly higher on all tests.…

Discusses what English educators are doing to transform theory into practice. (HOD)

This critique focuses on Gagne's attempt to apply information-processing theory to mathematics education, noting that this distorts what it means to learn mathematics. This is discussed with specific illustrations. (MNS)

The author takes issue with some of the essays in "Philosophy and Education: Eightieth Yearbook of the National Society for the Study of Education," which urge that educational philosophy be tied to practitioner needs. Educational philosophy should concentrate on understanding education, not on improving it. (PP)

This discussion of "Philosophy and Education: Eightieth Yearbook of the National Society for the Study of Education" argues that educational philosophy should clarify educational alternatives and avoid taking established educational theories for granted. Philosophers of education should take into account viewpoints of children and other…

Discusses story grammar and story schema. Demonstrates how two schema-based strategies--semantic webbing and the Directed Reading-Thinking Activity--can aid in improving comprehension. (FL)