Concludes that teachers are aware of the strengths and weaknesses of basal reader programs and that they exercise their professional responsibilities by enhancing and modifying commercial materials in ways that improve instruction and reflect the tenets of current research and theory. (FL)

Indicates that passivity in poor readers seems to be tied to several interrelated factors, including frustrating materials, repeated failures, and differences in teacher treatment of good and poor reading groups. Suggests that direct training can mitigate these problems. (FL)

Demonstrates that a more useful investigation of the relations between process and product might explore how these models meet in theory and in practice, rather than where they separate. Shows how a less polarized view of process and product might enrich the classroom practice. (EL)

Responds to many of the points made in George Henry's article, "What is the Nature of English Education," focusing upon his arguments related to instruction and supervision. (HOD)

Argues that the real problem in English education has nothing to do with its definitional scheme; instead the crisis is how to discriminate among practices that may be offered in the name of such a scheme. (HOD)

Describes how reader response theory can be easily adapted to classroom practice, thereby sharpening student interest in reading, increasing their capacity to reason and write, and fostering greater regard for different points of view. (HOD)

Discusses a means of differentiating pedagogical materials on the basis of heuristics and theory. Discusses and evaluates three pedagogies that locate their heuristics in (1) form, (2) context, and (3) method, and suggests that materials combining pedagogies are the most adaptable. (FL)

Reviews pertinent research and suggests theoretical precepts that can serve as guiding principles in making decisions about the design of on-line documentation. (FL)

Argues that remedial programs in reading have gradually lost sight of the original goal of improving classroom reading and that coordinating the program with the core curriculum is not sufficient to achieve curricular congruence. Offers suggestions for achieving congruence between the classroom and the clinic. (FL)

Community mapping is a tool grounded in a school-to-careers research base that can aid educators' efforts in matching students' transition needs with community assets. Community mapping (geographical or abstract) is a contextualized teaching and learning (CTL) approach that can acquaint teachers with the target community's culture, resources,…

This document is a chapter in "The Principles and Practice of Educational Management," which aims to provide a systematic and analytical introduction to the study of educational management. The structure of the book reflects the main substantive areas of educational leadership and management, and most of the major themes are covered in the…

This report is the second of a series exploring implementation of best practices in programs serving young children and families, and focuses on the uses and benefits of developing and using a logic model in programs serving young children and families. A logic model is described as providing a way to clearly articulate the program's theory of…

This book updates earlier Association for Multicultural Counseling and Development (AMCD) multicultural counseling competencies (MCC). Each chapter author particularizes definitions and/or conceptualizations of multicultural competencies to the topic of his or her chapter. The present document operationalizes the MCC into practice examples,…

In March and May 2002, two workshops on adolescent literacy, co-sponsored by several federal agencies and professional associations, were held. They included presentations, discussion panels, audience questions and comments, and small working groups. The overall goal of both workshops was to assess the current state of knowledge on adolescent…

In a teaching experiment, I examined a theoretical model of mathematics teaching and learning in practice. In this paper I focus on how the model can guide the teacher's thinking about students' understandings and the generation of activities that foster intended transformations in those understandings. As a research-teacher I taught, twice a week…