The responsibility spiral is an organizing framework which helps educators identify, select, organize, and sequence learning experiences to promote understanding in the science-technology-society movement. The article examines the spiral's phases (self-understanding, study and reflection, decision making, responsible action, and integration) and…

Discusses whether science-technology-society (STS) belongs in the elementary and secondary social studies curriculum, presenting strategies for integration. The article suggests social studies already contains topics that can help students grasp concepts about STS, noting the infusion of an STS perspective is important given society's dependence…

A survey of 17 registrars in colleges and universities using narrative evaluation of students instead of traditional grading investigated the types of institutions using the method, number of narratives generated, variations in form of narrative, history of the systems, methods of collecting and processing, control and limitations, costs, and…

Calls for developing holistic environmental undergraduate programs that promote sustainability, recognize species equality, and achieve a balance between opposing values of Western society. Current undergraduate environmental education programs at Canadian universities overemphasize resource conservation, promote the dominant scientific worldview,…

Responds to the article by Kevin Ryan appearing in this issue recommending moral values education in the schools. Although disagreeing to some extent with most of Ryan's proposals, this respondent expresses appreciation that the questions were raised, particularly with regard to teacher education and respect for multicultural values. (SM)

This paper argues for the integration of traditional concepts of developmental domains to provide more unified early intervention programing for young children with disabilities and their families. Research is reviewed which supports an integrated approach to child development. (DB)

Describes a case study focusing on the first year of a three-year change initiative in which holistic curriculum was implemented in a kindergarten through grade-eight school (Simcoe Street School) in Ontario (Canada). Documents the success of the implementation and its continued use as part of school philosophy. (SLD)

Discusses the following problems that plague teaching assistants in anthropology: (1) personal problems due to the lack of anthropological experience; (2) student related problems such as uninterested and unprepared students; (3) resistance to certain anthropological concepts; and (4) ethnocentrism. Suggests that the use of holism can overcome…

Addresses the concerns of first-grade teachers about the implementation of a holistic literature-based reading series. Notes that the teachers in the "conversation group" had not been direct participants in the adoption decision. Suggests that the conversation group enabled the teachers to assimilate change through the sharing of the…

The paper discusses views of critics of foundational studies in teacher education over the past three decades, examines reasons to study educational foundations, describes a program involving student input to counter some of the criticisms, and reasserts the legacy of foundational studies. (SM)

W. Edwards Deming rejects school-improvement proposals based on formulating higher standards and enforcing them with performance assessments. To Deming, the Bush Administration's America 2000 education strategy is "a horrible example of numerical goals, tests, rewards, but no method." Emphasizing rationalist performance measures…

Describes how to use a language-processing model to develop holistic reading strategies for college-level English-as-a-Second-Language students. The paper explains how to use an English reading processor, develop a supplementary reading program, access students' background knowledge, and find methods that work, noting that this model will nurture…

Despite dramatic evolution during the past decade, assessment of student performance still has issues to address which present important challenges for educators and may determine whether assessment ultimately succeeds or fails. The three issues are evaluating students, applying assessment innovations (holistic scoring and portfolio assessment),…

"Decodable text" devotees say phonics is scientifically superior to the whole-language approach, which supposedly lacks research validation. However, 60 years of research supports holistic, literature-based approaches to literacy. Whole-language instruction is further validated by research on independent reading, cooperative learning, Reading…

Recent school improvement trends, notably the emphasis on accountability and academic standards, are changing the school principal's role. Developing a school vision for teaching and learning is becoming the top priority for principals. Leadership skills that help accomplish this include collaboration, participative decision making, and listening.…