Cognitive science lessons that should be applied to workplace learning include the following: (1) learning is embedded in individual experiences; (2) learning is most effective in context; (3) collaboration enhances learning; (4) learners continuously create knowledge; and (5) learners need to recognize and question tacit assumptions. (SK)

Science education is not exempt from the general criticism that research has had little effect on classroom practice. Argues that teachers do not reject research about practice, they ignore it. Contains 46 references. (DDR)

The five articles of this sourcebook, organized around the five-component framework for evaluation described by W. Shadish, T. Cook, and L. Leviton (1991), present a new theory of realist evaluation that captures the sensemaking contributions of postpositivism and the sensitivity to values from the constructivist traditions. (SLD)

Asserts that the work of early childhood educators in most European countries has been informed by theory and research underpinned by developmental psychology, and that the recent questioning of this discipline is healthy. Calls on early childhood educators to problematize assumptions derived from developmental psychology and search for new…

Presents a format for assisting educators in translating educational research into classroom interventions. Steps include identifying the problem, seeking a variety of sources, reviewing information, selecting primary sources, distinguishing between theory and opinion, reviewing the parts of a research article, and translating the research into…

Describes how the author, a broadcasting educator, worked as a summer intern at a professional TV station in order to keep his instruction current, and to keep up on the latest stylistic and technological changes in the business. Discusses the benefits of doing so, and notes some useful information learned. (SR)

Administrators must research diverse scheduling alternatives and their effects and requirements. Successfully modifying school time boils down to a six-step recipe: believing in improvement-directed change, involving all key stakeholders, selecting the appropriate schedule, developing clear expectations, bridging the theory-practice gap, and…

Ordinary, daily teaching experiences form the essence of teachers' practice. Using a guide to reflect on those experiences, either individually or with colleagues, is a step toward self-improvement. The Guided Reflection Protocol helps teachers examine what happened, why it happened, possible meanings, and implications for practice. (MLH)

Explores the relationship between subject matter and secondary science teacher identity, or sense of self. Develops a multidimensional model of identity and discusses the role of subject matter in the teachers' descriptions of who they are. Contains 30 references. (DDR)

Focuses on the educational theories and practices of John Dewey and their reception in England between 1895 and 1939. Adopting Quentin Skinner's approach to the definition of influence, prevailing accounts of Dewey's impact on the English educational system are found to be misleading. Presents an alternative account which minimizes Dewey's role.…

Presents a critical history of a particular composition handbook: the "Harbrace College Handbook." Argues that such handbooks serve two important institutional purposes: articulating what is deemed important subject matter for composition classrooms (handbooks write the discipline); and shaping teacher and student subjectivities…

Argues that hands-on, project-oriented teaching offers an ideal approach to integrating Geographical Information Systems (GIS) education and training. Presents a project-oriented GIS teaching experience as an instructional paradigm that can be used to ensure balance between conceptual GIS learning and software-based hands-on training in…

Examines how some links among various models of individual and family relationships begin to constitute a science of intimate relationships. Examples from a theory of personality socialization in the family are given to illustrate how links between theory and practice can be achieved through various methods. (Author/MKA)

Summarizes advances in functional behavioral assessment of students with behavior problems that focuses on team implementation. Discusses issues such as practical difficulties in manipulating consequences, the complexity added by the need to also conduct academic assessments, and collaboration between applied researchers and practitioners. (DB)

Examines e-mail as a viable instructional tool to enable preservice teachers to bridge multicultural-education theory and practice. Explores students' construction of knowledge about diversity, and considers the development of community, professional and personal links between Saginaw Valley State University and Purdue University students…