Presents 2 lists of 10 rules each summarizing considerations for effective and ineffective teaching. Recommends lists of rules as manageable amounts of information that provide retrieval cues for the information on which the lists are based. Suggests that the generation of lists can be an educational exercise. (DK)

Conducted a survey to determine current support for the "Boulder model," a form of clinical training in psychology. Surveyed 90 directors of doctoral programs and 58 terminal masters programs. Directors of 97.8 percent of the doctoral programs and 74.1 percent of the masters programs followed the Boulder model. (JB)

Reprints an article from a 1964 "Journal of Geography" that defined the four traditions of geography. Proposed a basic nomenclature with associated ideas to confront the pluralism inherent in geographic thought. Claimed that the four traditions offered a pluralistic basis to maintain an alliance between professional geography and pedagogical…

Examines the benefits of self-empowering, group in-service training (INSET). The training involves the teaching and practicing of relevant skills, as a departmental group, in evaluation, selection, and use of computer-assisted language learning (CALL) and Web materials. Evaluates benefits of a model which supports teamwork and balances theoretical…

This article reviews the literature on curriculum-based assessment (CBA) with students who have special education needs. Features of CBA common to various approaches and contributing most to its instructional effectiveness include teachers' evaluative attitudes and behaviors, focus and sustained attention on student performance, and facilitation…

Describes a case study of an experienced provocateur-teacher in which the teacher's theory for science learning and teaching during teacher-student interactions was inferred from classroom observations, teacher-student discourse, and stimulated recall interviews. The teacher's instructional moves were interrelated with the components of his…

Articles published from 1980 to 1997 were reviewed on team teaching and school-based problem-solving teams which served students with special needs. Results suggest that research on both models lacks experimental designs and generally report student-based outcomes. Suggestions for continued research efforts are offered. (DB)

Describes a professional-development model implemented by a university and five inner-city elementary schools with high language-minority populations. The model involved volunteer primary-grade teachers trained in an integrated/language arts approach, regular contact with participating teachers, and establishment of collegial teams to provide peer…

Describes the development of the practices and perspectives of one elementary school teacher as she engaged in teacher-as-researcher methodology in both urban and suburban settings. Documents how the teacher-as-researcher began to explore science inquiry in an elementary setting and how students, parents, and educators became co-learners,…

Describes a "critical pedagogy" that encourages reflective self-examination of attitudes, values, and beliefs within historical and cultural critique. Highlights an art lesson for preservice teachers that illustrates the use of a critical pedagogy of representation, focusing on self-portraits by Frida Kahlo and Leonora Carrington. Discusses the…

Addresses the question of providing an adequate education about the meaning and purpose of human sexuality in a way that respects the primary role of parents, the natural innocence of each child, and the obligation of the church to teach in Christ's name. Proposes ten steps for establishing a creative educational partnership between the church,…

Outlines the Information Literacy Program at Southern Oregon University (SOU), designed to develop information literacy among freshman enrolled in SOU's new university colloquium. Discusses accomplishments and unresolved problems and issues of this model of a learner-centered, supportive, collaborative program. (AEF)

Drawing on the idea that a constructivist classroom is very different from a traditional setting, this article presents a rubric based on current understanding of constructivist theory and education. The rubric is designed as a formative assessment of teachers to stimulate thinking and improve methods related to constructivist teaching. (SD)

We describe a simple, yet intellectually challenging model of grazing systems that introduces basic concepts in ecology and systems analysis. The practical is suitable for high-school and university curricula with a quantitative orientation, and requires only basic skills in mathematics and spreadsheet use. The model is based on Noy-Meir's (1975)…

Workplace assessment (WPA) of New Zealand's National Qualifications Framework (NQF) competencies has become a significant alternative pathway for vocational adult education. This article reports on a research project which compares stated intentions for workplace assessment with evidence of its practical realization. The perceptions of the…