Discusses cultural diversity from the point of view of Pat Griffin, a lesbian feminist and associate professor of physical education. To her, cultural diversity includes religion, race, gender, physical and mental ability, class, and sexual orientation. She emphasizes the latter because it is often ignored in the school environment. (SM)

Outlines the views of three scholars on cooperative learning: cooperation in content areas (team-assisted individualization and cooperative integrated reading and composition); grading techniques (e.g., individual score plus group bonus points, group scores, and scoring only one member's paper); and structuring social interaction (round robin,…

Presents an excerpt from the journal of a second grade teacher who reflected on the daily challenges and possibilities of learning in a child-centered, meaning-based classroom free of workbooks and standardized testing; an interview with author Nancie Atwell, a language specialist and veteran teacher; and suggestions for books and journals. (SM)

Summarizes 25 reports addressing the interconnectedness of children's health and education and incorporating a comprehensive health approach, detailing 5 themes: education and health are interrelated; social morbidities threaten public health; a comprehensive, integrated approach is needed; health promotion and education should center around…

Examines how the principles and virtues of Confucianism holistically meet moral education's requirements. Discusses justice, equality, and truthfulness as Confucian principles and the character virtues (wisdom, courage, compassion, and love) necessary for living the moral life. Stresses understanding motive, arguing that the moral person desires…

The responsibility spiral is an organizing framework which helps educators identify, select, organize, and sequence learning experiences to promote understanding in the science-technology-society movement. The article examines the spiral's phases (self-understanding, study and reflection, decision making, responsible action, and integration) and…

Discusses whether science-technology-society (STS) belongs in the elementary and secondary social studies curriculum, presenting strategies for integration. The article suggests social studies already contains topics that can help students grasp concepts about STS, noting the infusion of an STS perspective is important given society's dependence…

A survey of 17 registrars in colleges and universities using narrative evaluation of students instead of traditional grading investigated the types of institutions using the method, number of narratives generated, variations in form of narrative, history of the systems, methods of collecting and processing, control and limitations, costs, and…

Calls for developing holistic environmental undergraduate programs that promote sustainability, recognize species equality, and achieve a balance between opposing values of Western society. Current undergraduate environmental education programs at Canadian universities overemphasize resource conservation, promote the dominant scientific worldview,…

Responds to the article by Kevin Ryan appearing in this issue recommending moral values education in the schools. Although disagreeing to some extent with most of Ryan's proposals, this respondent expresses appreciation that the questions were raised, particularly with regard to teacher education and respect for multicultural values. (SM)

This paper argues for the integration of traditional concepts of developmental domains to provide more unified early intervention programing for young children with disabilities and their families. Research is reviewed which supports an integrated approach to child development. (DB)

Describes a case study focusing on the first year of a three-year change initiative in which holistic curriculum was implemented in a kindergarten through grade-eight school (Simcoe Street School) in Ontario (Canada). Documents the success of the implementation and its continued use as part of school philosophy. (SLD)

Discusses the following problems that plague teaching assistants in anthropology: (1) personal problems due to the lack of anthropological experience; (2) student related problems such as uninterested and unprepared students; (3) resistance to certain anthropological concepts; and (4) ethnocentrism. Suggests that the use of holism can overcome…

Addresses the concerns of first-grade teachers about the implementation of a holistic literature-based reading series. Notes that the teachers in the "conversation group" had not been direct participants in the adoption decision. Suggests that the conversation group enabled the teachers to assimilate change through the sharing of the…

The paper discusses views of critics of foundational studies in teacher education over the past three decades, examines reasons to study educational foundations, describes a program involving student input to counter some of the criticisms, and reasserts the legacy of foundational studies. (SM)