Reviews a study that used a collaborative action research model to explore ways to integrate music authentically into the curriculum of a particular whole-language first-grade classroom. Presents a more differentiated definition of integration, identifying five types: topical, associated skills, conceptual, higher-level thinking, and pedagogical.…

Compares the whole-child approach to early childhood education and Howard Gardner's concept of multiple intelligences. Provides activities and ideas to address each of the seven intelligences, and lists specific suggestions for parent/child experiences, field trip experiences, and constructivist experiences. Stresses individual child potential.…

Describes a class project conducted by multiethnic, limited English speaking, fifth-grade students. The students produced their own videos as part of lessons they developed about their countries of origin. Maintains that this process increases language and social skills while it develops social studies content. (MJP)

Reports on a study of adolescent students' opinions concerning environmental issues. Students from rural and urban areas in England and Germany answered questionnaires covering environmental issues, their individual lifestyles. Questionnaires included free writing sections. Attempts to understand the students'"umweltbewusstsein" (the…

This article examines federal, state, and local initiatives that have influenced child welfare policy and practice on a national scale, with particular emphasis on those policies that offer opportunities for better coordination of services between mental health and child welfare agencies. The special circumstances of child welfare clients are…

Describes a holistic Native Studies curriculum for ethnically mixed classes, based on a project to eliminate Native substance abuse through traditional Native values. Discusses teaching strategies using Native and non-Native learning styles, teacher as role model, and use of appropriate cultural-symbol graphics to transmit ideas. Contains 24…

Illustrates the social construction of scientific knowledge by examining the modernist literary works of Chekhov, Ibsen, and Kafka. Demonstrates philosophical conflicts among the authors centering on the benefits and drawbacks of scientific inquiry and modernism. Students also read textbooks and treatises on the history of science. (MJP)

Argues that, far from being a dangerous and destructive break with the past, various factions of postmodernism actually parallel modernist beliefs. Both movements share groups whose creative revisionists approach seeks a constructive accommodation. Similar parallel destructive approaches also exist. (MJP)

In 1987, National Science Teachers Association commissioned the Search for Excellence in Biology Teaching Task Force. This article is a distillation of the task force report, highlighting the criteria for excellence in biology teaching, grades 7-12. The criteria for excellence are in five subsections: Goals, Criteria for Curriculum, Criteria for…

Discusses the actual subjects of study in science-technology-society (STS) education. The article looks at why it is being promoted, on what grounds, and by whom. It notes what alternative views compete with it, who will benefit, what constraints should be acknowledged, and what consequences can be anticipated. (SM)

Describes the Nairobi Day School in East Palo Alto (California), an independent African-American institution. Its history is traced from its founding in 1966 to its closing in 1984. The Nairobi method and model are proposed as solutions to several contemporary educational problems that African Americans face in public schools. (SLD)

Cooperative community life-long learning centers may be the catalyst for fundamental change in the existing authoritarian education system. An outgrowth of the homeschooling movement, these cooperatively owned centers use community resources to provide a wide range of learning services to everyone regardless of age, ability, or status. (TD)

Dean of International University Learning Center (Kyoto, Japan) argues that traditional educational systems disregard developmental needs of children and prevent change by perpetuating societal values. The idea that children need to develop as an integral part of their natural and social systems is discussed in relation to alternative education…

Attempts to distinguish between the lecture method and the constructivist approach, in general, and by citing classroom scenarios. The author cautions those whose writing seems to unintentionally endorse traditional lecture and drill and practice methods. (MKR)

Describes how cross-over training and a whole-school approach help preschool educators assist disabled students who have not yet acquired their native language, examining New York's English-as-a Second-Language/Linguistically and Culturally Diverse Training Program for Pre-K Special Education Personnel, which trains preschool personnel to meet…