Proposes six "commonplaces" characteristic of all forms of professional education, and critically examines Dewey's views of teacher education expressed in his essay "The Relation of Theory to Practice in Education" through those commonplaces. Offers proposals for conceptualizing the education of teachers in general and the…

Maintains that research fails to capture the diversity in teaching. Advocates caution in assuming one correct child rearing or educational practice. Discusses whether categories such as developmentally appropriate practice or developmental stages are facts of nature, interpretations, or perspectives on social processes; and whether developmentally…

Responds to a reaction (issue 50 number 1 p5) to the author's original paper, "Toward a Post-Modern Agenda in Instructional Technology" (2000). Contributes to the dialogue about culture and learning in instructional technology (IT). Reviews opportunities. Suggests philosophical implications for IT, derived from the author's own research on…

Focuses on defining constructivism, which includes learning as an active process of knowledge construction and instruction as a process of supporting that construction. Discusses 10 constructivist assumptions about learning. Describes 11 actions that define the constructivist teacher. (AEF)

Presents two perspectives on integrating students with a range of disabilities into regular classes. Focuses on how organizational support can impact teachers' ability to serve the needs of the students in their classes. (DDR)

Argues that, although technology has great potential to engage students, it can also undermine their notions of what serious study is. Argues the teacher's role is critical, and that teachers must engage students in making sense of their experiences. Outlines seven critical issues regarding technology in the classroom. Argues that technology…

Describes science curriculum for elementary children which incorporated Vygotskian approach to development of students' ability to engage in persistent, systematic inquiry. Discusses three factors: (1) instruction began by introducing ideas that are central and general to the discipline; (2) students invented and adapted cultural tools for…

Outlines neoconservative, neoliberal, and liberal views of what works and what's good for children in reading education. Notes how each vies for the seminal role in defining the goals, means, and outcomes of reading education; but none discusses the complex social contexts of literacy learning and how unequal conditions in society might cause…

Examines issues and concerns regarding standards-based reform. Argues that, if middle level educators remember the needs and characteristics of young adolescents and the components of developmentally responsive programs, they can resist the temptation to concentrate on raising test scores, and instead have assessment programs that complement the…

Seven critical statements about special education are shown to actually demonstrate the positive aspects of special education and the importance of linking research and practice. Critical statements address special education as a separate system, as a system that stigmatizes students, as having no effective methods, and as returning few students…

Explores the concept of aims in music education through investigating the ideas of four philosophers: Wolfgang Brezinka, Richard S. Peters, Bennett Reimer, and David Elliott. Inquires into the empirical and logical aspects of aims and clarifies the relationships between "musical behaviors." Concludes by discussing the relevance of conceptual…

Discussion of the role of increasing flexibility in higher education systems notes both positive effects (such as improved equity, access, efficiency, and cost-effectiveness) but focuses on possible negative administrative, pedagogic, economic, and philosophical developments. Institutions are urged to embrace the benefits of modern technology…

Compares the results of 1991 and 1997 surveys examining English teachers' views of the British National Curriculum for English. Claims the 1997 survey indicates teachers perceive the National Curriculum as diametrically opposite to their preferred models of English. (NH)

Nature stirs many emotions, beliefs, and feelings, and perhaps the real value of outdoor education is to provide opportunities to develop intangible concepts. Discusses ways in which traditional outdoor expeditions can foster increased appreciation of nature and stimulate participants' reflection on their own and their classmates' aesthetic,…

Discusses the role of student projects to provide opportunities for self-expression and self-knowledge as a first lesson in peace education. Describes activities for 3- to 6-year olds, including creating a memory book; 6- to 9-year olds, including developing an illustrated timeline of their lives and daily journaling; and for 9- to 12-year olds,…