Based on the thesis that individual learning and growth are based on actual life experiences, proposes a model in preparation programs for school administrators. Discusses how the inclusion of personal experience helps to bridge a critical gap between professors of school administration and practicing administrators. (13 references) (MLF)

Discusses teaching and the social reconstructionist view of reflection that underlies the University of Wisconsin-Madison elementary teacher education program. The paper examines action research in the student teaching curriculum and the way it is facilitated by one supervisor, and analyzes written reports of research projects by 18 student…

Suggests that the basic challenge for multicultural education is the development of communication curricula that are appropriate to multicultural settings. Proposes reexamining perspectives, theories, and methods to understand valid principles that enable generalizable insights. (PRA)

Outlines a master syllabus for introductory intercultural communication courses. Overviews the major issues instructors must face when they teach such a course at any level of instruction. Discusses philosophical issues, pedagogical issues, course content (objectives, texts, written assignments), and available resources and teaching techniques.…

The article reviews theoretical and research bases for the design and effects of the adaptive instructional approach for students with special needs in the regular classroom. Research indicates that the program can be implemented in a variety of school settings when supported by systematic staff development and organizational support. (Author/DB)

Learning styles advocates claim long-term improvements in four aspects of teaching and learning: curriculum design, instructional methods, assessment, and student guidance. The application of learning style theory encompasses three pervasive problems: confusion in definitions, weakness in measurement reliability and validity, and identification of…

This comment on EC 231 901 notes that progress in developing services for mentally retarded consumers has come from empirically proven interventions and from ideological advances. It argues that scientists should not advocate for the positions that their research supports, as they cannot advocate for a certain social change and then conduct…

Presents three patterns of literature-based reading instruction and illustrates their role in the moving from a traditional reading program toward a whole language, literature-based reading program. (MG)

Presents current research about how children learn to read and addresses the implications of this body of research for instruction. Aids educators in reflecting upon their present instructional practices to ascertain whether they coincide with findings from existing research. (MG)

The educational administration profession can no longer tolerate the certification of future school leaders who use a "cookbook" approach to problem solving. The issue of critical analysis and the ability to apply such skills to school settings is the essence of improving administrative leadership and student academic performance. Unless…

Presents a discussion of the role of educational research in teacher education in England, looking at its recent history, examining the effects of England's new national curriculum, and discussing the politics of change in the English educational system. (SM)

Responds to comments about educational research models by Ernest E. House and Cleo H. Cherryholmes with quotations from the writings of John Dewey. The points of agreement and disagreement among Dewey and these critics make it evident that theory and practice cannot be separated in educational research. (SLD)

Experiences of various schools in implementing Gardner's Theory of Multiple Intelligences demonstrate that learning about innovation should be a regular, natural part of schools; barriers between insiders and outsiders should be eliminated; teachers should be prepared as change agents; and the value of academic research should be reconsidered. (SK)

Discusses the educational and organizational theory of Ernst Marx, the educational-organizational models he developed, and their use in Dutch secondary schools, particularly to enhance policymaking capacity. Marx theory embraces several basic ideas: the capacity to individualize instruction, to offer a broad education, to enhance operational…

Outcome-based education, a labor-intensive process driven by mastery learning, is an unsuitable model for training future teachers. Education professors are too overworked to provide individualized instruction. Although OBE theoretically balances remediation and enrichment, fast learners often "tread water," with little incentive to work…