Describes how three tutors helped an adult progress from a nonreader to a competent and enthusiastic reader, using an approach rooted in whole-language research and practice. (SR)

Reviews "Preparing School Administrators for Democratic Authority" by Richard A. Quantz et al. Discusses preparing administrators to be more reflective of the moral implications of their practice, making the link between theory and practice more informed and deliberate. Describes the master's program for principals at Trinity University…

Compared Rothman's social research and development (R&D) method with procedure used to develop Suicide Prevention Training Programs in Alberta, Canada. Retrospective review found that Alberta method closely paralleled phases of Rothman's model and that transformation of knowledge about suicide into widely disseminated suicide prevention…

Discusses personal practical knowledge, its role in image making, and teaching practices. Describes images' role in two interns' classroom practices. On-site field notes and interview data suggest how images, such as "classroom as community," function in classroom teachers' lives. Images can be played out differently in classroom…

Quantitative comparative research provides lessons for educational planners and policymakers unrelated to theoretical labels. This point is illustrated by comparative education "solutions" to typical policy problems in developing countries: increasing access to primary education, expanding secondary and postsecondary education, improving…

This article comments on a paper (EC 231 901) calling for reduced preoccupation with the physical settings used for interventions with mentally retarded individuals. It recommends the application of normalization to both: (1) the social-psychological dimensions of environments and (2) the physical characteristics and strategies of service…

Responds to Herbert Zimiles's criticisms in this issue of an overreliance on empirical, quantitative data in child development research, arguing that, although quantitative research has limitations, intuition is no substitute for a rigorous, systematic investigation of a hypothesis. (MDM)

Assumptions and theories underlying grants peer review as a way to select research proposals for funding and its usefulness as an evaluation methodology are explored. Issues arising from the operation of peer-based systems at the National Science Foundation and the National Institutes of Health are examined. (SLD)

Illustrating with a real-life problem involving a 12th-grade math teacher's decision to fail a college-bound minority student, this article shows how case studies enhance preservice teachers' learning and awareness. In the classroom, teaching strategies, evaluation methods, and decisions about students' lives are inextricably entangled with a…

Delineates the factors that mediate the translation of preservice teachers' conceptions of the nature of science into instructional planning and classroom practice. Few references to the nature of science are found in the data. Contains 44 references. (DDR)

Illustrates how a culture of collaboration may contribute to significant technological reform and foster conceptual change leading to distinctive pedagogy and praxis. Presents a case study exploring a collaborative effort between a teacher and a researcher. Contains 31 references. (DDR)

Explores the link between research and teaching in higher education. Topics include various perspectives on the central function of universities; models of departmental practice linking research and teaching; a deep approach to learning as a bridge between research and teaching; and implications for the education and training of academic staff.…

Discusses theory and practice in the context of peer observation. Peer Observation is widely accepted in principle as a valuable contribution to teacher development, but in practice it is often resisted.(SM)

Challenges vague, underconceptualized notions of teacher professional community. Findings from an exploration of two California middle-school teacher communities suggest that current models obscure significant differences in beliefs and practices. One community stresses teachers' individual rights and responsibilities; the other is driven by a…

Because traditional instruction ignores students' personal construction of mathematical meaning, mathematical thought development is not properly nurtured. Several issues must be addressed, including adults' ignorance of math- and student-learning processes, identification of math-education research specialists, the myth of coverage, testing…