Calls for developing holistic environmental undergraduate programs that promote sustainability, recognize species equality, and achieve a balance between opposing values of Western society. Current undergraduate environmental education programs at Canadian universities overemphasize resource conservation, promote the dominant scientific worldview,…

Common values are identified in three theoretical models of early intervention practice (developmental, functional, and biological models), suggesting that professional practice can be guided by such convergent principles as the value of independent mastery of tasks, emphasis on adaptation, and the contingently responsive environment. Two…

This fictional review of a book on vocational education, 1980-2033, suggests that (1) vocational educators failed to track signs of change; (2) deregulation transferred educational responsibility from the public sector to corporations with an underlying need to affect learning and work productivity. The "author's" response questions…

In an effort to connect current research findings on teacher thinking with components of instructional design models and principles, this article discusses a new contextual model for thinking about teaching and considers the implications of the model for instructional development of research in instructional design and teacher thinking. (Author)

Experiential and adventure educators' work can enrich their personal and professional lives if they examine how people learn, the relationship between what is taught and what is learned, their values, and their commitment. To maximize their learning experiences, experiential and adventure educators can seek feedback from colleagues, keep a…

Guidelines for the inclusion of students with severe disabilities in general education programs include (1) respecting parent and student preferences regarding programming; (2) fostering the general-education teacher's sense of empowerment, control, and support; (3) facilitating friendships among children; and (4) structuring classrooms to…

Describes a faculty initiative involving twelve Pennsylvania State University colleges, its library system, and two historically black colleges (Cheyney and Lincoln Universities) in the design of distance-education programs, and presents a set of principles and practices developed by the faculty that address issues in design and development of a…

Argues that student consumerism (faculty acquiescence to student demands, grades as biasing teaching evaluations, and grade obsession) is a product of a new historical era -- postmodernism -- and not easily amenable to "ethical teaching" or the use of "responsible authority." Illuminates student consumerism and its challenges to collegiate…

Challenges the assumption that new technologies in the classroom are superior to traditional ones. Argues that new technologies serve business-related goals of education, which currently overshadow social and individual-development purposes of learning. Suggests that the notion that new technologies are "just a tool" is an oversimplification and…

Presents observations of a member of the Canadian delegation to the early-childhood programs at Reggio Emilia, Italy regarding collaboration, observation, ongoing projects, and documentation. Considers how these components may be adapted for use in Canadian programs. Describes initial attempts to use these educational principles to teach adults…

Suggests that "digital differences" is a more appropriate view of the situation facing educators than the concept of the "digital divide." Introduces five principles providing direction for the design and development of technology-enhanced educational activities appropriate to the diversity of students-with-computer-access:…

Describes the development and implementation of the "short and thin" model of work experience at the Middlesex University geography program. The work experience program operates during the student's final year and is both "short" (10 weeks) and "thin" (one day a week). Outline the advantages and drawbacks of this…

Contrasts the rhetoric and implementation of common schools (tax-supported, free public education) in 19th-century Boston with some subsequent educational discrimination. The Boston Public School system established intermediate schools and ungraded classes as a means of instructing illiterate immigrant children. It rapidly became a system of…

Identifies truths and "partial truths" evident in Dewey's analysis of the relationship between social change and educational requirements expressed in "School and Society." Responds to Dewey's assertions that the educational system must be completely transformed, that democracy is in danger if the best is not sought for every…

Maintains that Dewey tried to solve social problems related to the growth of industrialism, increasing economic inequality, and political inequality. Argues that Dewey aspired to create a counterculture to correct the human and social devastation of industrial capitalism through a curriculum and instruction that rooted academic learning in…