Describes changes in personal attitudes as a result of participation in a professional development program, the California History-Social Science Project. Compares a newly proposed model of education with a conventional one. Provides a lesson plan and a follow-up activity based on this new educational model. (CFR)

Provides a personal philosphy and vision on the nature and purpose of social studies education. Contends that social studies falls short of the possiblilties it holds for society on the brink of the twenty-first century. Asserts that experiential learning provides the best avenue for effective social studies education. (CFR)

Asserts that any reform of teacher education programs requires rethinking the objectives of teacher education. Examines and compares six conceptions of teacher education. Concludes that teacher education should be more inclusive and encompassing. (CFR)

This study investigated student teachers' beliefs about teaching and learning, examining how prior beliefs were affected as students progressed through their programs. Observations and interviews at three different times indicated subjects maintained their personal philosophies of teaching and learning and their original metaphor(s), though their…

Some examples of the conflict between the child-centered educational approach and the development of objectives-based programs are drawn from experiences in Ontario (Canada) concerning student achievement assessment. Educational implications of these two conflicting models are considered, highlighting weaknesses of the child-centered approach.…

Reviews four perspectives that education and school reform writings fall into: technological, psychological, ideological, and sociological. Provides suggestions and recommendations to educators wishing to launch school reform initiatives grounded in the template of the perspectives. (AEF)

Describes the Workshop Chemistry project, a coalition of faculty, students, and learning specialists, and the development of a peer-led team-learning model for teaching and learning chemistry. The model includes freedom to discuss and debate chemistry in a challenging yet supportive environment, connection to mentors, and the power of working as…

Traditional collegiate models for developing the whole student no longer serve the diverse population pursuing higher education. Too much energy is invested in chasing the ideal college student, and not enough is spent on creating the ideal college. A new philosophy focusing on partnerships between student-affairs professionals and faculty is…

Sketches the characteristics of the Japanese educational tradition and analyzes conflicts between modern western pedagogies and traditional education. Argues that Japanese socialization processes stress a specifically Japanese construction of the "self" and of behavior. Concludes that Japanese educators should be more aware of this…

The role of schooling in social and economic transformations occurring in Sub-Saharan Africa is examined. Compares Chagga cultural ideas about land and livestock with the model of social development in the Tanzanian agricultural science syllabus. Discusses how schooling affects the structuring of social differences. (MMU)

Describes Harold Alberty's curriculum design work, including his conceptual framework for general education. Alberty's designs, representing ever-increasing divergence from the traditional, subject-centered program, offer guidance for today's curriculum planners. Alberty's favorite was type-four core, based on adolescents' common problems, needs,…

Draws on ethnographic observations, historical sources, and official documents to examine the historical and contemporary connections among the Mexican "secundaria" (junior high school), the broader ideological and political-economic context of Mexican educational development, and concepts of adolescence in both expert discourse and…

Explores some of the conflicts in Jewish religious culture related to choosing literature to enhance or reflect literacy and to ensure continuity. Outlines questions that have stimulated postmodern skepticism about the stability of canons, and offers guidelines for selecting new materials into the canon and, hence, curriculum. (DSK)

Ira Shor discusses the need for democratic education that develops critical, active citizens. Teachers practicing democratic education, characterized by student-centered instruction, power sharing, and collaborative and active learning, find themselves working against the public-school system, a bureaucracy controlled from the top down. Teachers…

In discussing the incorporation of constructivist instructional philosophies in education, this article examines the complicated shape-shifting that occurs across many constructivist ideas, demystifying constructivism by locating its identity or substance, synthesizing tenets that might bring identity to constructivism, and analyzing and…