Disagrees with George Henry's condemnation of research as one way of seeking school improvement and argues that the problem rests with how such research is conducted and how it is reported to the profession. (HOD)

Describes the author's experiences as a researcher working with a second grade teacher to implement change in the literacy curriculum, arguing that educational researchers need to engage in collaborative pedagogy with classroom teachers to develop a "theory of use." (HTH)

Notes that the problem facing educators now is to make a single educational system from several isolated activities while at the same time creating a general theory of discourse that will include them all. Proposes a curriculum to solve that problem. (FL)

Argues that those who teach composition often feel like translators and that there are significant elements of the composing process that precisely parallel translation theory and practice. (FL)

Reflects on George Henry's essay, noting that its content is substantial and provocative, its erudition is expansive, and its tone is impassioned. (HOD)

Considers three issues that George Henry addresses: (1) English is a discipline, (2) science is objective, and (3) English is the only field in trouble. (HOD)

Summarizes research that can be used to describe an effective teacher. Identifies and defines four groups of teaching behaviors, suggesting that effective teachers are already exhibiting these behaviors, but that by becoming sensitive to and/or polishing them, professional educators can move toward greater effectiveness in the schools. (HTH)

Provides a synopsis of effective schools research and how the findings are being implemented in other schools. (HTH)

Argues the need for leadership at the state level as a necessity in improving educational quality. (FL)

Reviews traditional models for evaluating teachers, then proposes a model based on the appropriateness and quality of lessons. (FL)

Discusses ideas raised in previous articles by Haselkorn dealing with pragmatics and writing theory. (FL)

Shows how to use William Perry's developmental model, which addresses a student's ability to confront conflicting values and belief and use conflict as a tool of integration and growth, in a writing classroom that allows students to learn both enabling skills that help them communicate through writing and instrumental learning skills that spur…

This Study Circle guide was created by the National Center for the Study of Adult Learning and Literacy (NCSALL) as part of the Practitioner Dissemination and Research Network (PDRN). The guide is part of NCSALL's effort to help connect research and practice in the field of adult basic education and adult literacy. The purpose of the study circle…

This guide combines both theory and practice and focuses on the role of faculty in engaging students, celebrating learning, and developing students' skills. Learning is a collective enterprise--ongoing, always unfinished, exciting, transformational--as much for instructors and staff as for students. The guide attempts to capture that spirit of…

Dr. Howard Gardner's introduction of multiple intelligences theory (MI theory) in 1983 generated considerable interest in the educational community. Multiple intelligences was a provocative new theory, claiming at least seven relatively independent intelligences. MI theory presented a conception of intelligence that was in marked contrast to the…