Presents, in the form of a fictitious letter to a new teacher taking a graduate-level course, an essay that explores questions often raised by young teachers. Provides a set of principles for becoming a holistic, constructivist teacher. (SR)

Basic values and beliefs of British education for students with special needs are addressed in terms of "3 R's", i.e., Rights for learners, Responsive pedagogy, and Research for special needs education. Models for addressing these three aspects of special education are offered. (DB)

Uses jazz improvisation as a metaphor to focus on three interrelated aspects of ethical responsibility according to Emmanuel Lavinas's theories: (1) passivity; (2) heteronomy; and (3) inescapability. Discusses some ways in which reframing responsibility and subjectivity along this line might offer new possibilities for conceiving subjectivity and…

Argues for the importance of Emmanuel Levinas's work for re-opening educational questions. Addresses the problem of remembrance as a question of and for history, as a force of inhabitation, as an inheritance we are obligated to live within, that intertwines with our sense of limits and possibilities, hopes and fears, identities and distinctions.…

A survey of 27 Russian students and educators enrolled in a defectology course found that most respondents were knowledgeable of and supported inclusion practices advocated in the United States and Western Europe, although belief in traditional practices of segregation of individuals with disabilities was also evident. The survey also addressed…

Discusses curriculum for students with hearing impairments is discussed by using a paradigm of practical curriculum inquiry-based humanistic principles with a primary focus on self-understanding. Curriculum is viewed as being socially grounded and constructed. This reconceptualization of curriculum is based on the fundamental elements of teachers,…

Discusses an approach to learning that uses well-selected problems to capture student interest and challenge their intellect. Presents an example of the problem-centered approach and discusses ways in which it helps all students learn important mathematical concepts and skills. (KHR)

Suggests that good fourth-grade teaching is an expert activity--a complex activity that is not amenable to scripted materials, standardized lessons, or any one-size-fits-all plan for the organization of instruction. Shows that the 30 exemplary teachers discussed produce superior educational gains as measured on standardized achievement tests--not…

Presents a set of guiding principles for the development of standards for representing student educational assessment information. Identifies essential informational components of alternative assessment records and suggests a standard form for their representation. Considerations of systemic educational reform issues are briefly described insofar…

Outlines 11 core practices that define the Foxfire approach, emphasizing students' choice of and responsibility for their work, teacher's role as guide and model, peer teaching, teamwork, reflection, academic integrity of work undertaken, connections between classroom work and community and world, honest evaluations, and the value of aesthetic…

Data in this survey supports the notion that the trend to eliminate physical education instruction in colleges and universities has ended. A reverse trend appears to be emerging. In addition, numerous changes have occurred in basic instruction in physical education course offerings over the years. (Author/IAH)

Discusses the view and role of teachers in society. Argues that teachers need to have agreement on the major issues and allow for varying perspectives on the smaller issues to define their profession and demonstrate something of worth to their students. (MG)

Examines Alfred North Whitehead's educational theories and the value these theories possess for religious education. Outlines the application of Whitehead's theories to religious education. Expounds on Whitehead's theory of the threefold rhythm of the educational process: romance, precision, and generalization. (RW)

A British special school's experience in developing an aims-based curriculum for disabled pupils is described. Overriding aims, or first principles, were spelled out and translated into more pragmatic terms, which were analyzed to constitute a curriculum. Methods for linking the aims-based curriculum with the National Curriculum are outlined. (JDD)

This article describes conditions in schooling, particularly the brutality, for boys and girls during the European Renaissance of the fifteenth and sixteenth centuries. The English philosopher, John Locke, proposed an alternative style and content with regard to the education of the young. Locke's views and their influence are discussed. (IAH)