Discusses whether teachers should teach what they believe to be mathematics, teach the mathematics of students' backgrounds and aspirations, or teach the mathematics they think society expects them to teach. Suggests that teachers define mathematics and share those definitions with students. (DDR)

Research on rural mathematics education should adopt a conservative approach to method that accepts the existence of a knowable reality; a liberal approach to content that views rural issues broadly and sidesteps deficit models of rurality; and a radical perspective on application that recognizes that the use of research findings in the policy…

This article describes legislative provisions supporting educational services for children with disabilities in Newfoundland and Labrador. It begins by providing educational history information and then reviews The Building Accessibility Act (1990), The Child, Youth and Family Services Act (1998), the Schools Act (1997), and the Human Rights Code…

Countries with good education systems have good health and transportation systems and equitable access to health care and public services. One must look at education in terms of inputs, not production or outputs. When healthy, well-fed, well-housed children enter an education system that provides transportation and access to books, dictionaries,…

This discussion of phenomenological research methods examines the importance of secrets in children's development of self-identity, autonomy, independence, and maturity; the experience of recognition in children and its relationship to teaching, learning, and child development; and Alzheimer's dementia and the relationship between memory and sense…

Proposes the educational activities in a modern, multicultural society and explains that these aims have strong implications for the ethical import of music education. States that music has a significant role in the personal and social development of students. Discusses the potential impact music education has on society. (CMK)

Focuses on the book, "Music Matters" (David Elliott). Identifies the social foundations present within the volume. Explores the implications of "Music Matters" in terms of three areas of music education: (1) music teacher education; (2) music in classrooms; and (3) the relationship of school and community music. (CMK)

Argues that music education as aesthetic education has never been understood. Analyzes six general themes that are part of the first stage of development of praxial philosophy represented by "Music Matters" (David Elliott), such as performance as a condition of listening, and performance and musicianship. Include references. (CMK)

Analyzes the teaching portfolios of eight novice geography teachers focusing on how useful portfolios are for teacher development, what the portfolios reveal about their teaching philosophies, what can be learned about the experience of novice teachers, and the extent of discipline-specific material present in the portfolios. (CMK)

Describes the approach to moral education utilized by John Wilson focusing on his claims, arguments, and conclusions. Explores eight specific topics, such as his general perspective on moral education and the meaning and nature of moral. Reports on the areas of difficulty and criticism in relation to his approach. (CMK)

Describes some of the many conceptions of learning that have guided the field of instructional design in two main periods: one focusing on learning from an objectivist perspective, which lasted most of the 20th century, and one focusing on learning from cognitive and social constructivist perspectives, which has dominated the past decade. (AEF)

Explains the educational movements precipitated by Maria Montessori and Rudolf Steiner as comprising a pattern of reverse symmetries. Notes the influence of war on their philosophies. Discusses reverse symmetries in curriculum related to mathematics, geography, and history. Maintains that each of these two movements holds the other at its core,…

Focuses on major themes in Vygotsky's theory of learning and development; compares the theoretical and practical implications of these major principles with those of Montessori. Considers both Vygotsky's and Montessori's views on the mechanisms of child development and methods of study; the relationship of teaching, learning, and development;…

Provides an overview and a comparison of Montessori education and the Reggio Emilia approach. Considers historical origins, foundational philosophical premises, and concepts about child development and learning of these two approaches. Compares their organization for decision-making about environment, curriculum, instructional methods,…

Experiential learning is not linear, but is a cyclical interaction with clients. Engage clients by making them feel needed. Focus on what works for them instead of what does not. Help them develop the capacity to author their own beliefs and values. Most importantly, be guided by compassion for others. (Contains 32 references.) (TD)