Anna Cooper and Nannie Burroughs were two early 20th-century African American pioneers who promoted education for the whole person. Born as a slave in 1858, Cooper contributed through her teaching and involvement in the black women's club movement, the settlement house movement, and the YWCA. Burroughs became a teacher and later established…

Explores the development of the history of education as a field of study in England from 1945 through 1972. Examines the production of published research and teaching in several contexts. Provides background on history of education as a field of study prior to 1945. (CMK)

Questions the claims by advocates of educational assessment reform, highlighting the work of Wiggins, who introduced authentic assessment. Discusses the origins of authentic tests, authenticity and validity, and assessment and educational philosophy, concluding that promotion of authentic assessment is flawed because "authentic" is misleading, and…

This article profiles Leta Stetter Hollingworth, the founder of gifted education. It discusses her childhood, the New York Public School 165 experiment, the Speyer School experiment, and her overriding belief that since all human beings were not created intellectually equal, all children should not be equated in the same way. (Contains…

Contends that teachers are routinely given a mandate to train that requires following administrative dictates without question, constraining independent thought and action. Proposes that teachers be given instead a charter to educate, in which they are encouraged and expected to challenge normative practices and policies. (Author/SK)

Examines Dewey's claim that moral education refers to both the conduct of education (a morally defensible form of education) and the product of education (a moral citizenry) as expressed in his essay "Ethical Principles Underlying Education." Maintains that Dewey did not consider adequately the need for specifically moral criteria for…

Argues that the traditional paradigm used in teaching science and mathematics should be replaced by one which focuses on the students' own conceptions, prior experiences, and active participation in learning. (DDR)

Describes the main ideas in the work of Dutch mathematician and mathematics educator, Hans Freudenthal (1905-1990), related to curriculum theory and didactics. Explores his idea of mathematics as a human activity and his criticism of education research and theories. Focuses on three aspects of his work. (CMK)

Draws on the new field of mathematical study called fractal geometry. Illustrates the pervasiveness and constraining tendencies of classical geometries. Suggests that fractal geometry is a mathematical analogue to fields such as post-modernism, post-structuralism, and ecological theory. Examines how fractal geometry can complement other emergent…

Discusses the philosophy of Core Knowledge that was developed by E. D. Hirsch and provides a description of the Core Knowledge curriculum sequence. Examines the history and language arts Core Knowledge curricula that foster civic virtue and the relationship between Core Knowledge and character education. Describes one program focusing on character…

Examines the pedagogical interpretations of Friedrich Nietzsche published during the past two decades in German and English comparing the pedagogical characterizations in these publications. States that German researchers exclude him from educational theory and philosophy. Reveals the cultural differences in pedagogical reflection. (CMK)

Interviewed Australian professors about the assessments they employ in undergraduate classes. Found that their global orientations to assessment practice (described as a matrix of six orientations made up of six beliefs) could be ordered along a continuum from emphasis on knowledge reproduction to emphasis on knowledge construction/transformation.…

Explores the reasons why we learn science. Asserts that 'wonder' incorporates three important dimensions: wondering about, wondering at, and wondering whether. Suggests that the system fails to trust students to learn and expects teachers to 'know it all' before beginning to teach. (Author/MM)

Argues for the use of autobiography paired with radical doubt as a strategy to arrive at intersubjectivity, thereby avoiding false claims to objectivity and failure-prone inner (hyper) subjectivity. Uses this argument to introduce the contributions to the special thematic journal issue of which this paper is a part. (Contains 24 references.)…

This article introduces following articles that address the concept of "communities of practice" as a particular theoretical approach to the professional development of teachers. Using this concept, articles describe programs focused on the assessment of literacy instruction, building inclusive educational environments, and vocabulary learning in…