Provides suggestions and concerns for integrating open learning and distance education concepts into a course designed for adult lifelong learners. Topics include a shift in educational paradigms from teacher-centered to learner-centered approaches, constructivism, restructuring the social context, and the use of media. (LRW)

Describes how coteaching can enhance reflective practice. Three phases of coteaching help promote reflective practice and professional growth are described: building trust and setting goals via initial interviews, reflection-on-action, and reflection-in-action. Recommendations for staff developers are included. (SM)

American college students are often viewed in terms of inputs and outcomes, due in part to the assessment movement and interest in college impact. A more complete view sees the relationship between student and college as reciprocal and dynamic. The ecological perspective views students as actively shaping their educational environments, with the…

Interviews with student teachers, mentors, and tutors provided insights into the development of a teacher training partnership between a higher education institution and several secondary schools. The partnership entailed a complex reconfiguration of the roles of student teachers, cooperating teachers, and teacher educators, and contradictions…

Discusses the accomplishments of black studies programs in U.S. colleges and universities and what contributions these studies have made to improving the world of higher education. A group of four scholars provide their opinions. (GR)

The project approach involves an in-depth investigation of a particular topic that integrates language arts, mathematics, social studies, science, and the fine arts and extends over a period of several days or weeks. Discusses new ways to implement this approach in early childhood classrooms. (MDM)

Describes how teachers might invite their students to become participants in the act of educational reform. Argues that school reform will ultimately fail unless students are encouraged to participate. (HB)

The grandson of athlete Jim Thorpe criticizes the college athletics system that attracts athletes with money and does not encourage then to reach their full academic potential. The late Olympian's life story is used for illustration and for comparison with today's system. (MSE)

Presents a model of teachers as managers of self-directed and interactive learning, which promotes independence, interaction, communication, leadership, teamwork, conflict resolution, and responsibility for one's own work and continued learning. Teachers' roles include managing the overall program, task, group, individual development, and the…

Mirroring McGregor's management theories X and Y, the authors posit educational theory X, in which learners are treated as passive children whose teachers make all curricular decisions, and theory Y, in which students are viewed as autonomous and self-directed learners. (SK)

In response to recent school violence, schools are turning to conflict resolution training. The goal of such programs is to help students control their anger before anyone raises a fist or weapon. The article examines conflict resolution programs which involve teacher training, student mediators, and classroom curriculum. (SM)

The college student who participates in genuine collaboration with a faculty member in an intellectual endeavor transcends the barrier of power. Once it has been breached, other power lines will be less constraining. The experience transforms the nature of learning and constructs a lasting authority in the student. (MSE)

Based on the Situational Leadership Model, the Staged Self-Directed Learning Model categorizes learners (dependent, interested, involved, self-directed) and teachers (authority, motivator, facilitator, delegator). Good teaching matches learners' stage, and teaching difficulties arise from mismatches. The model can apply to curricula, courses, and…

The learning process may be described as personal maps of reality--the way in which individuals construct knowledge and how new experiences change the maps. When new material is encountered, learners place it somewhere on their maps; the teacher's role is to relocate it closer to the learner. (SK)

Reviews the debate over teachers' exercise of power and authority. Argues the need to recognize the different forms in which teachers exercise power and students achieve real agency. Analyzes the means by which pedagogical work is "capitalized." (NH)