Discusses the foundation of Stonehill College in North Easton, Massachusetts, in 1948 by the Congregation of Holy Cross, a Roman Catholic religious community. Addresses the events over thirteen years leading up to the founding of the college, such as the foundation of the Congregation of Holy Cross in 1935 in North Easton. (CMK)

Argues that the dehumanization of everyone involved with educational standards is astounding. Offers stories of standardized tests and schools that sort children into winners and losers, and of lock-step, rigid "teaching." Contrasts this with success stories from three excellent classrooms where teachers' personal "standards" include deep passion…

Discusses ways a commercial art class at the middle school level helped students connect ideas and feelings and modes of expression within themselves, connect skills they were learning in school with what they perceived in life, and extend their ideas and expression to connect with the community. Notes how these connections motivate students to…

Presents the 1996 revised Coolangatta Statement on Indigenous Rights in Education, a framework for discussing indigenous educational rights and self-determination, generated by an international task force. Lists task force members and fundamental principles for further discussion. (SV)

Examines ways in which history/social studies educators might respond to the challenges posed by the critical literature in and about history in order to reconsider why we learn history, what we do (and could do) with it, and for what (and whose) purposes. (CMK)

Revisits the comments made in "Statement of Purposes and Style for Manuscripts" and "From the Editors" in the first issue (Volume 1, Number 1, 1973) of "Theory and Research in Social Education." Focuses on the conception of social studies education and its professional orientation. (CMK)

Evaluation of the impact of computer-related technologies on learning must take place within a theoretical framework consisting of theories, concepts, and principles to be meaningful. The framework provides the context of a research, its rationale, and its significance. The instructional theory and technology defined by Robert Gagne is selected as…

Explores two alternative agendas that define educational practices in the United States: the "unum" agenda, focusing on developing readers who are good citizens and effective workers; and the "pluribus" agenda, which promotes appreciation of diversity, empowerment of disadvantaged groups, and enhanced reader self-esteem. Notes people advocate for…

This article discusses important principles for assessing language arts instruction for gifted learners. It stresses the importance of multiple measures and approaches being employed at formative and summative stages of the instructional process. Examples of rubrics, portfolios, and performance-based models are provided, along with ideas for…

Points out that the field of comparative education has lost its comparative focus, and proposes that comparative research refocus on variations among national institutional patterns of education. Examines characteristics of six core patterns developed in Prussia, France, the United Kingdom, the United States, Japan, and Russia. Outlines 10…

Describes the four priorities of Ernest Boyer's "Basic School": the school as community; climate for learning; a curriculum with coherence; and a commitment to character. Suggests that the Basic School framework and the principles of "Information Power" are mutually supportive in developing a learning community characterized by…

Explores reasons for the general lack of acceptance of experiential approaches to education. Compares experiential and mainstream education with regard to foundations, goals, ideas about knowledge and learning, organization of students, classroom communication, teaching methods, resources, setting, and evaluation strategies. Suggests that…

Discusses the author's personal background as it affects her views on early childhood education. Describes her 12 beliefs in praise of developmentally appropriate practice. Beliefs include: (1) the theoretical foundation of developmentally appropriate practice is valid; (2) developmentally appropriate practice encourages academic rigor; and (3)…

This article describes defining principles of inclusive education and provides important questions to ask in determining whether inclusive environments demonstrate these principles. Strategies for assisting educators in increasing educational environments that manifest the defining principles of inclusion are discussed including: promoting respect…

This article considers the curriculum needs of academically gifted students from a British perspective. It discusses issues of learning transfer, learning needs, and developing educational services. It also proposes a cognitively challenging curriculum and teaching methods that can be implemented in an inclusive classroom setting. A pyramid of…