Responds to an article in the same journal that raises issues related to the relationship between literacy practices and literacy philosophies and theories. Recommends that educators get on with the business of teaching all students to read. (SR)

Comments briefly on two responses to this author's article in the same journal that raises issues related to the relationship between literacy philosophies and theories and literacy practices. Suggests that the "great debate" continue. (SR)

Ten major principles and key elements critical to constructivist classrooms and schools for early and middle grade children are: massed experiences, inventing, figurative and operative thinking, active thinking, reciprocity, representational thinking, multiple intelligences, social contradictions, reflecting, and guided dialog. These elements…

Basic adult education principles should be applied in the change agent-farmer relationship in extension education in Sierra Leone. They include active learners, lifelong learning, teacher knowledge as nonabsolute, and the farming community as the center of problem generation. (SK)

This paper draws a distinction between evaluation and measurement, and explains the need to link curriculum-based evaluation to the development of individualized educational plans. The paper proposes a set of rules for focusing curriculum-based evaluations, such as "don't confuse the curriculum with instruction" and "only think…

Sixty eight year olds in tutor-tutee pairs on two tasks (spatial-numeric and item recall) benefited from elaboration (being taught principles guiding task performance). However, when child-tutors generated their own principles for guiding learning, performance was not improved. (SK)

Principles to guide practice for adult beginning reading are (1) a positive rapport; (2) self-revelation; (3) a partnership approach to learning; (4) celebration of success; (5) relevant material; (6) continuous student assessment; (7) reinforcement of literacy skills; (8) mutual respect; (9) a philosophy of reading; and (10) a risk-taking…

Three areas of emphasis distinguish service learning/experiential education from cooperative education: (1) the focus of the social and developmental agenda; (2) attention to those on the margins of society; and (3) a different approach to the mutual benefits reaped by participants. (SK)

Advocates the move to collaboration in writing centers. Describes three different ideas of writing centers (as "storehouse,""garret," and "Burkean parlor"). Discusses where the focus of control lies in each. Urges careful examination of what collaboration means and how definitions of it locate control, to avoid…

Accreditation of adult learning raises two issues: (1) whether accrediting processes are the right ones and (2) which educational values and principles underlie them. Accreditation based on flexible accumulation and transfer of achievements is needed to document the vital learning outcomes of adult education. (SK)

Describes a theater contract between the director and the students which is designed to promote professionalism, commitment, and understanding through the drama experience. Lists specific guidelines for rehearsals, performances, and general behavior, and contains a sample contract. (PRA)

The paper argues that the strategies instructional approach should be infused into preservice teacher training programs. Reconfiguration of course structures and preparation experiences should include not only "what" is taught about learning and teaching, but also "how" teacher trainers incorporate the principles of strategies…

A literature review uncovered unclear and inconsistent concepts of cooperative education; lack of integration of theory, research, and practice; and lack of rigorous research standards. It is crucial that cooperative education be defined, its target audience identified, and principles or tenets of practice described. (SK)

Constraints on the learning of secondary students with disabilities are examined, and Algozzine and Ysseldyke's model of effective instruction is offered as a framework for enabling more learning to take place. These principles, such as establishing a positive classroom environment, keeping students actively involved, and modifying instructions,…

Describes the absorbent mind as the manifestation of individual unconscious and as the unconscious forces manifested in nature's evolution. The natural creative unconscious directs the instinctive balance of nonhuman lives. Human consciousness creates a conscious, human-made universe, a cultural and technological zone, which evolves on its own…