Describes the specific elements of "pedagogical triangulation" along with the results of applying this approach in a first-semester college English class. Considers how pedagogical triangulation enhances student confidence, capacity, capability, and collaboration, all vital elements for worthwhile peer-revision workshops. (SG)

Discusses the dilemma of American Indian science students as they attempt to integrate the reductionist methodologies of modern science with the holistic approach of traditional beliefs and practices. Suggests that students look to traditional technologies to find the broader meaning underlying the mechanics of nature. (SV)

Offers suggestions to incorporate holistic reading and writing activities into existing curricula and classroom structure to create a print-rich environment in which children use reading and writing in meaningful ways. (MG)

Offers seven practical suggestions, which can be adapted to any grade level, for extending one's classroom to the outdoors. (MG)

Uses boxes, bottles, bags, brochures, and other print materials to create more interesting and more effective whole language lessons. (MG)

Refutes the sequential, building-block theory of cultural literacy which advocates mastery of a prescribed body of cultural knowledge. Argues that teachers must help students find joyful encounters with words which will knock their socks off and inspire them both to search for understanding and to reach for another book. (SR)

Examines the relationship between two preschool program directors' and teachers' beliefs, instructional decisions, and preschool children's conceptions of reading and writing. Results show that preschool children's conceptions of reading and writing reflected the practices of the two programs. (Author/BB)

Describes transdisciplinary (TD) team model as holistic approach for identifying and educating young migrant students with special needs. Describes differences between TD and multidisciplinary team models. Describes half-day TD assessment of child. Assesses TD approach regarding student needs, staff training, ongoing staff development, and child…

A study compared dental student performance in clinical endodontics under two instructional approaches, one in which number of procedures completed by students (n=79) was measured and one (n=84 students) emphasizing total patient care and stricter accounting of clinical treatment time. Results indicated the latter group treated fewer teeth but…

The Early Literacy Project focused on involving students in contextualized literary activities, developing learning strategies, constructing classroom dialogs about literacy, supporting learners in their zones of proximal development, and creating literacy communities. Research with 88 primary-grade students with mild disabilities indicated clear…

Discusses a new paradigm for choosing educational software, based on the perspectives of the teacher, student, and designer; describes a study of the use of this paradigm by a group of teachers. Results indicated the paradigm helped assessors to articulate a holistic awareness of educational issues, enabling a coherent review of pedagogical,…

Discusses the importance of developing strong skills in electronic searching and stresses the importance of teaching these skills across the curriculum. Several skill models, are suggested and components of search strategies are briefly outlined. (JKP)

Argues for the implementation of "True Education" based on Navajo knowledge associated with the four cardinal directions. Through mentorship and apprenticeship learning programs that unite children and adults and that promote Navajo language, culture, and values, a clockwise road may be built that restores students' sense of physical,…

Japanese schools succeed in promoting student achievement because they meet children's human needs, thereby fostering strong, positive emotional bonds between child and school. Several factors make Japanese schools extraordinarily responsive, including their whole-child, values-rich pedagogy; caring, supportive community; group orientation; and…

Reviews the basic structure of unified studies, which includes ideas and philosophies common to science/technology/society (STS), holistic education, and integrated/transdisciplinary education as an STS organizing principle for elementary teacher preparation. (MKR)