A discussion of holistic scoring, developed for use on essays in composition courses, argues that it can be used effectively in other disciplines. Procedures for establishing criteria of quality, ideas for identifying writing features relevant to the discipline in question, and methods of providing feedback to students are suggested. (MSE)

Offers 10 helpful suggestions for using anthologies to integrate reading and writing within a classroom setting with developmental readers and writers. (MG)

Argues that an adequate analysis of current political, economic, and cultural changes requires a firm grounding in political economy. Argues for a holistic approach to the study of culture and communication, an approach firmly rooted in political economy. (SR)

Argues that holistic scoring requires evaluators to suppress their interpretive judgment and treat students' writing differently than in any other situation, based on an analysis of videotaped reader-training sessions for an English Proficiency Essay Exam. (NH)

Claims that holistic scoring for schoolwide assessment of writing proficiency is influenced by the disciplines represented by the faculty readers. Describes in detail the findings of a study designed to measure reader bias in evaluation, a phenomenon suggested by reader-response theory. (HB)

This article presents a model for efficient assessment of young children with visual impairments or multiple handicaps. The approach has team members simultaneously observe various aspects of a child's functioning to gain an understanding of the child as a whole. (Author/DB)

Contends that education is on the brink of a model change, shifting from classic or mechanistic model to new holistic model and altering our whole way of thinking. Reviews key assumptions of mechanistic and holistic views, and presents array of new model thinking from number of authors. Includes glossary of terms. (NB)

Proposes that teaching methods be changed to move away from a positivist model toward an ecological model. Discusses three assumptions for future practice involving holism in environmental studies; the role of values in environmental studies; and the process of learning. (Contains 26 references.) (MDH)

The "balanced scorecard" approach for making holistic decisions about organizational change offers a framework for analyzing four critical organizational perspectives (financial, customer, internal business, learning/innovation), using specific indicators of success that focus on the organization's vision or mission. It can be used…

"Synchronicity: The Inner Path of Leadership" (Joe Jaworski) draws on a view of the universe as open, dynamic, interconnected, and full of living qualities. The essence of leadership is an understanding of wholeness that leads to a wider set of positive possible outcomes and the ability to lead others to them. Implications for adventure…

Examines the spiritual imperative of Native epistemology with the aim of restoring harmony and balance to education for all people. Focuses on the Sacred Circle, which speaks to all life's interconnectedness; Mother Earth, which speaks to man's sense of place and connection to the earth; and Elders, who connect people to their past and their…

Ron Miller, founder of the journal "Holistic Education Review," discusses his intellectual background in humanistic psychology and historical studies, definition of holism in education, the holistic approach as an answer to the reductionist and fragmented modern era, founding of the journal as a form of activism, and the incremental nature of…

Suggests that the threat to public schools, and concurrently to teacher education, lies in how the educational process itself is conceived and executed, contending that there is a greater threat to public schools, and teacher education, in conceiving and executing educational processes shaped by concerns for efficacy than in conceiving and…

In seeking to nurture the human spirit while improving intellectual ability and performance, holistic learning tries to provide a broader vision of education and human development. This process is assisted by three key elements: balance, inclusion, and connection. Balance is needed among transmission, transaction, and transformational learning…

The way competence is construed in Britain's National Vocational Qualifications (NVQs) has little use in nursing education because education differs from training. A holistic conception of competence that facilitates critical thinking is preferable to NVQs' emphasis on outcomes over processes. (SK)