This paper explores how "equity" and "risk" can call into question the ecology of a school. It suggests that failing to follow a holistic approach to a school problem can produce solutions that fail the students the effort was intended to assist. Examining schooling as a process of social production and reproduction leads to…

The purpose of this study was to assess the rehabilitation counselor issues regarding the integration of spirituality into rehabilitation counseling. Rehabilitation counseling, from its inception, has espoused the concept of holism. The holistic approach to rehabilitation counseling recognizes the importance of working with the whole person, to…

Recommends teaching analytical chemistry using an approach that emphasizes the problem as well as the sample. This problem-solving approach would complement and not replace the study of fundamental and applied aspects of chemical determinations. Also considers four components of analytical chemistry: analysis, research, development, and education.…

Theory and research are identified with science and are, therefore, rejected by many art teachers as destructive of creativity. The oriental notion of Shiva-Shakti is introduced: stillness and motion which fuse in a continuum. Likewise, theory and practice are interdependent and should be open to each other. (CS)

Describes specific types of learning situations in which schools and communities work together to provide a holistic approach to children's educational experiences. (MP)

Suggests that research on small group behavior, in a wide variety of settings, will be enhanced by rethinking alternative modes of enquiry, e.g., a focus on induction, a study of whole systems of human enterprise, the utilization of subjective experience, and trans-causal thinking. (Author/RC)

The term "rubric" refers to a scoring guide used to evaluate the quality of students' constructed responses (written compositions, oral presentations, or science projects). Although educators rave about rubrics, the vast majority are instructionally fraudulent. Problems arise when rubrics are too task-specific or general or lengthy and…

Notes that holistic approaches to learning through play may not be universally effective with all children. Reviews studies in this journal issue, noting the absence of socioeconomic status as a variable, and questions raised by their results in the context of applying them to increasingly diverse populations. (HTH)

Considers the expansion of technology curricula into elementary schools through a discussion of the value of technology studies for young children; critical dimensions of nurturing technological capacity; appropriate teaching, learning, and assessment models; and teacher preparation for teaching about technology. (SK)

Discussion of the use of theme cycles in the teaching of students with hearing impairments first compares holistic theme cycles with traditional, reductionist theme units. The development of theme cycle components and issues is then related to locating needed materials, assisting hearing-impaired students in accessing information, managing data,…

Examines Piaget's and Vygotsky's conception of the relation of the social to the individual, including individualism versus holism, Piaget's alternative of relationalism, and Vygotsky's views of the nature of the social. Suggests that Piaget's denial and Vygotsky's advocacy of explanatory emergence leads to the question of domain-general versus…

A program in English for speakers of other languages is held in a South London community center. It takes a holistic approach, providing emotional security, helping students with external problems, and forming networks to overcome isolation and lack of resources. (SK)

Identifies the prerequisites for creating an institution-wide culture of hope and opportunity that helps encourage, nurture, and support scholarship. Discusses the intrainstitutional partnerships that promote scholarship, and lists some of the benefits accruing from the resulting holistic structure. (EV)

Applied outdoor experiences may be seen as theater and, as such, can allow a more flexible, integrative approach to outdoor learning. Both the arts (particularly theater) and outdoor experiential learning contain nine common elements, including elements of working with groups, and personal and transpersonal components of experience. Three…

Describes a holistic approach and an interdisciplinary curriculum in enhancing critical thinking and education for democracy at the junior-high and high-school levels implemented in Haifa and its vicinity in Israel. Concludes that the general consensus of the parents and teachers was that this method is a positive aid and tool in transferring…