A first-year philosophy of education course encouraged students to challenge definitions of education as "schooling" and of relevant learning as that with an institutional or vocational focus. Critical analysis of the individual's social learning was the first step toward personal growth and social transformation. (SK)

Interviews with 24 new entrants to the academic profession at 10 Canadian and English universities were analyzed and compared with previous studies. Analysis of the process of socialization into academic life found that activity system theory and the idea of communities of practice seemed most appropriate. Implications for professional practice…

Criticizes the naturalist argument underlying current propositions bearing on second language (L2) learning in natural or formal contexts. Contests Piaget's interpretation of "Didacta Magna," shows how Krashen's acquisition/learning hypothesis follows from the two brain theory and certain naturalist suppositions, and proposes language learning…

Two graduate nursing faculty were able to mentor nursing students successfully despite barriers of time, distance, and apparent mismatch in interests. The experience demonstrates it is not essential to require a match in mentoring; however, active participation, equal responsibility, and institutional support are important. (SK)

Presents a brief history of the censorship of children's books, and then focuses on recent challenges. The view of literature as a socializing force is discussed, and examples of challenged books in the United States and Canada are provided, illustrating different reasons for censorship on both sides of the political and social spectrum. (AEF)

A survey of 300 Elderhostel participants in four southern states found that those with intellectual or social motivations were most likely to be satisfied. Expectations were highly related to satisfaction; demographic characteristics and health showed little relationship to satisfaction. (SK)

Examines the transitional process from girls' preadolescence through adolescence and the issues, consequences, and coping strategies that emerge. Findings indicate that some of the pressures that emerge during these adolescent years include changes in self-confidence, issues about body image, boys' sexual advances, and changes in parental…

Notes contemporary models of human development have expanded to address a wider set of issues underlying personal change. Discusses the social cognitive model of self-regulatory development. Emphasizes the crucial development of self-regulatory competence: the point at which the processes of development become fully and reciprocally interactive…

Observation of two students from nondominant cultures demonstrated the role of social and visual learning in the classroom as children watched each other for direction. The need for appropriate visual cues and for structure was apparent. (SK)

Looks at how gender shapes the way humans learn from biological and sociological perspectives. Indicates that teachers interact more frequently with males and that trainers should try to overcome gender bias. Suggests that discrimination persists in adult education. (JOW)

Dewey's ideas of democracy and pragmatism clashed with the monarchial and idealistic patterns of school-practice and pedagogic theory in pre- and post-World War II Germany. Acceptance of Dewey's work was hindered by counterproductive politico-educational interpretations of source material compounded with a lack of hermeneutic assessment of his…

Notes that multiage grouping is one way schools can organize to best serve students and facilitate learning. Provides a 10-item annotated bibliography of items (published between 1995 and 1997) in the ERIC database that address aspects of multiage classrooms. (NH)

Relates the stages a new intern goes through to become an "insider." Relates the socialization of newcomers to writing and editing internships. Suggests ways in which the socialization of interns can be improved through intervention from academic advisors and an active role on the part of the interns themselves. (SC)

Discusses how the learning context becomes social and interactive in drama work which engages young children in emergent experiences. Describes a program where curriculum is implemented over a time frame of four 35-45 minute sessions. Concludes that design and implementation of drama must work together to provide children with rich, emergent…

Examined the prevalence of depressive mood in 12,000 Norwegian adolescents, ages 12-20. Found that from age 14 on, girls scored above boys in depressed mood, though no gender difference was found at age 12. The difference was partially explained by increased developmental challenges for girls, including puberty, weight and body dissatisfaction,…