Describes how a class full of unwilling middle school Language Arts students got over their reticence and started looking at school as a positive place through an inquiry learning project about school. Describes the project, things students read and wrote, and a field trip to the university. Argues that students must have a voice in the classroom.…

Recommends that teachers avoid cookbook-type exercises and predescribed protocols for laboratory work and instead engage students in research that can teach critical thinking, problem solving, and analytical skills. (DDR)

Investigates the reasoning strategies of urban year-six students involved in creating their own questions and plans for scientific investigations. Focuses on how students generate ideas for their own investigations. Contains 24 references. (DDR)

Introduces a theme issue that focuses on the vulnerability thesis as it relates to public-school superintendents and what that means for superintendent-education programs and the practice of school supervision. The issue is designed to reexamine earlier work by Callahan (1962) and indicate where others have misread, misinterpreted, and misused…

Explores educational management studies as an intellectual field. Draws on Bernstein and Bourieu's theorization of "field" to identify its specialized discourse, field positions and their objective relations, and the location of field occupants (the academic, the practitioner, and the entrepreneur). This configuration shapes educational…

Analyzes provincial curriculum guidelines to determine the extent to which they feature inquiry as a teaching and learning strategy. Compares the analysis with results of a survey of student teachers to determine to what degree inquiry is being taught in schools across Ontario (Canada). Makes proposals for improving education in inquiry methods.…

Considers how to integrate theory, research, and practice in human performance technology. Discusses human learning; market pull versus knowledge push; using inquiry to connect theory, research, and practice; constructivist examples; behavioral and cognitive approaches; and differences in research methodologies. (Contains 13 references.) (LRW)

Considers ways in which faculty can "unblock" the way of inquiry while examining the areas of open-mindedness and critical reflection. Asserts that to foster these attributes in postsecondary education students they need to be embraced by the faculty, and that without these constructs we remain trapped in the traditions of knowledge experts and…

Proposes that educators answer the question "What is social studies?" by utilizing normative methodology where a concept, in this case social studies, is evaluated and then modified to develop an applicable definition instead of implementing either a descriptive or conceptual methodology. Provides guidelines for arriving at applicable definitions…

Shows that before students can begin doing research and inquiry on their own, they need to experience extensive nonfiction reading and writing and learn to generate questions and find resources. Offers a list of strategies and ideas that will help prepare the teacher, students, parents, and other teachers for the inquiry process. (SR)

The new teacher education programs envision professional teachers as continuous learners rather than "finished" products. Teachers must understand subject matter deeply and flexibly so they can help students create useful cognitive maps, relate ideas, and address misconceptions. Teachers need opportunities for year-long apprenticeships,…

Illustrates the role of technology and multimedia in enhancing research through the use of examples from qualitative approaches to inquiry. Discusses characteristics of qualitative techniques; impact of technology and multimedia on data collection, analysis, and presentation; using research for educational change; and improving research practices.…

Describes a supervision method that brings together teacher candidates and supervisors to cultivate candidates' disposition toward and ability to construct knowledge. Two case studies illustrate the method, which considers teaching a reflective, inquiry-based, knowledge-producing activity and considers supervision a process where candidate and…

Discusses how to promote scientific and technological literacy within a science methods course. Describes the rationale for the design of the course, the structure of the course, prospective students, the types of technological tools, the integration of those tools into the course with examples of student-constructed artifacts, and challenges…

Reviews some of the student competencies from the National Council of Teachers of Mathematics (NCTM). Argues that these competencies focus on data collection, analysis, and presentation and are easily integrated with science curriculum reform at the same grade levels. Contains 39 references. (DDR)