In experiential education, the ABCs of participant experience are agency (allowing students to become more powerful change agents in their lives); belonging (sharing a sense of community); and competence (developing students' cognitive, physical, and social competence). A research review discusses these and other components in a conceptual…

Describes how the idea of avocational teaching took shape at Congregation Kehillat Israel (Michigan). Discusses five features that came to characterize their approach to avocational teaching and teacher development. Concludes by examining lessons learned about how to sustain teacher development that also address broader issues of educational…

Observes that because teaching is not a full-fledged profession like other societal occupations, student teachers are oriented into a vocation still attempting to create a place in society. Asserts that until teacher educators adopt a public and accountable ethical regime for teacher candidates, the vocation will continue to be a quasi-profession.…

Presents an accessible overview of modernism, postmodernism, and post-structuralism. Describes their characteristics, identifies how conceptions of literacy have changed as an outcome of post-structural and postmodern influences, and describes what literacy instruction looks like within each movement. (SR)

Describes an environmental-education research project in North Borneo that takes as a given that different social actors begin with different perceptions of environmental problems based upon different rationalities. Using an innovative educational mechanism called the adaptive concept, an intervention was designed, tested, and evaluated. Contains…

Web-based training will probably become the medium of choice for most technology-delivered training because of its worldwide accessibility and the ease with which it can be updated. The effect it will have on learning will depend on how well principles of learning and instruction are applied. (JOW)

Applies principles of the student learning movement to activities of the campus-activities professional. Current activities that either enhance or impede student learning are identified. Recommended strategies address advising individuals and organizations, program design and development, and information design and delivery. (DB)

Examines the attitudes toward schooling of middle-class, college-educated mothers in order to discern their curricular and pedagogical preferences, particularly as related to progressive education. Indicates a lack of support for progressive forms of schooling among its supposed proponents; middle-class, college-educated parents espouse typically…

Describes the principles of the Balanced and Restorative Justice (BARJ) model and how these principles are expressed in a program serving delinquent and dependent youth in Pennsylvania. Discusses creating a BARJ culture, competency-based curriculum, unique features of the Pennsylvania program, and student discipline. (SR)

Argues that inquiring must be the dominant feature of education. Notes that traditional education has treated children's thinking and inquiring as of little pedagogical worth; yet education that prepares for the exercise of judgment rests upon teaching students to cultivate the thinking process. Argues that schools must accept responsibility for…

One of a series of articles on principles of good practice in legal education, this article focuses on the importance of prompt feedback. Discusses some simple ways of providing students with feedback, choices in feedback (prompt or delayed, formative or summative, positive or negative), other sources of student feedback (self and peers), feedback…

Presents a set of seven faculty inventories intended to help faculty evaluate themselves in relation to seven identified principles of good practice including encouraging student-faculty contact, encouraging cooperation among students, encouraging active learning, giving prompt feedback, emphasizing time on task, communicating high expectations,…

Discusses the impact of social issues on the emergence of national system of education that are intended to foster the integrity and unity of the educational domain of Russia. Focuses on a definition of national schools, the goal and purpose of education, and the factors involved in the development and structure of national schools. (CMK)

Examines the impact of reductionist discourses of the market upon the management and delivery of teacher education drawing on observations in England, Wales, and Australia. Discusses the rise of the reductionist fallacy and the pressures placed on educational middle-management by the state. (CMK)

Addresses six environmental variables that can influence the behaviors of young children with disabilities: theoretical orientation of the program, amount of space available, classroom arrangement, length of the play period, effects of social vs. isolate toys, and the effects of different quantities of toys. (Author/CR)