Describes a Master's course in accounting that involved practitioners as members of the class who led discussion on an area in which they had expertise. (JOW)

Describes Canisius College's efforts to improve student retention over a seven-year period. Includes research data for freshman-to-sophomore attrition figures and graduation rates. Focuses on alliances and agreements that have created the ground for college-wide cooperation in retention. Describes nine intervention strategies implemented at…

Advocates a critical constructivist approach to educational administration. Establishes the need for research accounts exploring the administrator's legitimation role. Describes a mediation model providing access to the invisible ways that dominant social constructions are accomplished and sustained through management of meaning. Discusses…

Examines the role of research in assisting library managers to operate libraries more effectively. Strategies for research and for library managers to better create and use research are suggested; conceptual and practical issues that affect research utilization are discussed; and the need for improved efforts by both library managers and…

The article presents a model of learning based on the four learning stages of (1) acquisition, (2) proficiency, (3) maintenance, and (4) generalization. The importance of directing instruction at the appropriate learning stage is stressed and examples are given. (DB)

Explicates the concept of praxis in Marx's dialectical analysis of capitalism and relates it to radical education: issues of access to educational opportunities, the challenge to the status quo through curriculum change, the role of the intellectual, and the relationship between knowledge and action. (SK)

Most research on teaching goes unread by teachers--those who should benefit by knowing, understanding, and integrating ideas, concepts, and conclusions of research. Many teachers have little motivation for reading research, are unable to understand the data, or feel that the research is not relevant to the practice of teaching. (Author/MW)

Examines 10 assertions about education from both the "common sense" perspective, and "cybernetics" or systems theory. Urges educators to examine unexamined assumptions. (MM)

Results of research based on observations of four- and five-year-olds indicate that in pretend play, children acted more mature, played together more, and were more social than in nonpretend settings. Suggestions are offered for classroom activities, for preschool through middle school, that incorporate pretend play. (IAH)

Graduate programs for preparing curriculum scholars must address: the intellectual and social history of American education; major curriculum theories and concepts; curriculum and classroom analysis techniques; research skills; and ways to maintain an open mind. (CB)

Presents results of a six-week research project in a creative writing class that focused on developing audience sensitivity among students. Describes three units combining social, rhetorical, and informational perspectives. Concludes that a sequential approach seems to increase audience sensitivity among students. (KEH)

A framework for staff development which focuses on acquisition of pedagogical language is presented as a means to increase teachers' cognitive complexity about the teaching-learning process. The language and concepts found in educational theory and research are key factors in enabling teachers' reflective instructional decision making. (JD)

Includes: (1) "A Comment on 'Lacan, Transferences, and Writing Instruction'," Janet Hiller and Barbara Osburg; (2) "Robert Brooke Responds"; (3) "A Comment on 'Writing (with) Cixous'," Debra Raschke; and (4) "Clara Juncker Responds." (RAE)

Investigated the intentions underlying practice in the classes of 24 nursery teachers. Many of the teachers valued cognitive growth and saw children's developing social competence as supporting that growth. (RJC)

The article addresses what is regarded as unjustifiably pessimistic characterizations of memory strategy instructional research, and argues that solid laboratory research on strategy use is needed though much memory instructional research with direct classroom applications to learning-disabled students has been completed. (Author/DB)