Presents an approach for bridging the gap between theory and practice in educational improvement. The approach, which consists of carrying out design experiments involving the creation and evaluation in the classroom of complex instructional interventions, is illustrated through the example of an intervention aimed at improving mathematics skills…

Looks critically at the theoretical and ideological underpinnings of the practice of story mapping. Discovers a deep contradiction between the author's definition of reading as a constructive process and the reductionist nature of story mapping, which inhibits students' potential to explore a diverse range of personal responses by promoting…

Discusses two partnership programs between public schools and a university combining teacher education and practice. Over one year of the program, 25 education students contributed 15,000 hours of mentoring/teaching with each gaining over 600 hours of contact with students while observing, modeling and refining techniques presented in a concurrent…

Observations of and interviews with 41 British nurse educators found that they are expected to spend more time doing clinical teaching, developing links with clinical staff, supporting the development of the clinical learning environment, and participating in educational audits. (SK)

A collaborative project of a nursing school and a community health service was designed to improve nursing students' preparation for community nursing. Features included links between practice to theory, community placements for students, and co-participation in student assessment. (SK)

Defining "democracy" and determining compatible education practice is critical to school success. This article examines four definitions and articulates a fifth definition advocating a participatory, community-oriented democracy achieved through school and classroom structures and activities. Educators should develop their own working definitions…

Democracy rightly holds a critical significance in any context in which relatively small elites have subjugated majorities. When a democracy has been established in a societal context that encompasses minority subgroups along with a dominant majority, minority groups are in danger. Democracy is not equity, nor any guarantee of equity. (MLH)

Highlights a number of recommended best-teaching practices, selectively reviews the research literature on teacher interactions in classrooms for students with emotional and behavioral disorders, provides a possible interpretative framework for the apparent discrepancies between research and practice, and makes recommendations for future research.…

Reports on research that investigates the effect of teachers' sociological understanding of science on their design and implementation of curriculum innovations. Contains 26 references. (DDR)

Addresses the mismatch between educational research methodologies and its application to generic features of practice and proposes a problem-based methodology that better links research with problem solving. Implications of this methodology are discussed from recent research on school tracking. (GR)

Explores the political and historical origins of the new qualification for headteachers, the National Professional Qualification for Headship (NPQH). Discusses several characteristics of the program: conceptual pluralism, separation of leadership from management, emphasis on process and practical application, separation of the training and…

Focuses on how teachers understand the place of the laboratory and laboratory work in their practice. Observations are based on interviews conducted with secondary science teachers in England. Contains 27 references. (DDR)

Presents the results of a two-year teacher/researcher collaboration between Liz, an experienced high school English teacher, and David, a university researcher in writing across the curriculum. Describes the experience of the school studied and presents some reactions of teachers to the experience. (SG)

Describes how the authors use a broad-based, client-centered model to teach an introductory course in public relations, integrating writing assignments for "clients" into course topics, which include history, ethics, theory, research, program planning, publicity, crisis management, and evaluation methods. Discusses course objectives, and notes…

Instead of presenting a body of research attesting to constructivism's effectiveness, Lynn Chrenka cites a litany of "supportive" comments from dead geniuses. The teacher as expert and lecturer is anathema to constructivist doctrine. Sages who speak passionately and authoritatively about a subject they love are increasingly rare in public schools.…