Explores how to successfully combine the ideals of Christianity with the ideals of the academy, a goal explored by Pepperdine University Center for Faith and Learning. Addresses issues relevant to this goal, including diversity, academic freedom, and taking seriously Pepperdine University's relationship to the Churches of Christ. (EV)

Applying "Third World" theories to "First World" contexts is risky. Four problematic tendencies in using the work of Paulo Freire are failure to consider its social context, fragmentation of his texts, reductionism in using his principles and practices, and reluctance to assess his ideas critically. (SK)

Examines the roles that developmental educators take in the educational field, the ways in which developmental educators can be considered "professionals," and the beliefs that seem to be commonly shared across the various professional roles. Offers a unified statement of philosophy for developmental educators based on shared beliefs. (MAB)

Investigates the connections among laughter, power, and motivation for religious education by reviewing the history of laughter and four models for laughter. Discusses complexity and the laughter of complexity. Concludes that the laughter of complexity can be a guide towards the appropriate use of power by using intrinsic motivation. (CMK)

Asks what, why, and how English educators should test students in middle, junior, and senior high schools. Argues that they must consider the consequences of their testing choices. Argues that the ethical answer is to always teach the child. (SR)

Discusses three factors contributing to the criticism of middle school education: the demographic success of middle schools; the growing public attitude that education is a private privilege; and the way middle school educators confuse organizational elements with intended student outcomes. (JPB)

The Web is a medium in which learners can construct meaning through self-directed inquiry or collaboration. Key principles for effective use of the Web for learning include the following: provide access to rich sources of information, encourage meaningful interactions with content, and bring people togther to challenge, support, or respond to each…

Ory emphasizes four processes in assessing faculty: examining the craft of teaching; faculty members reflecting on the quality of and standards for their work; receiving feedback from others with the expectation that faculty will improve and assessing the work of others by focusing on the value of the work. (JM)

Examines six elements of the transition to middle schools that ultimately hindered full implementation of the middle school concept in many schools: use of an incremental stage implementation model, lack of teacher education programs, lack of curriculum development, inadequate leadership, a paucity of research, and misunderstanding of the middle…

Discusses the need for middle schools to reaffirm a commitment to the principles of middle school education set out in "Turning Points" and specifically for simultaneously implementing all these recommendations--team structure, integrated curriculum, active and varied instructional practices, and guidance and advisory programs. (JPB)

Summarizes findings of a study that evaluated the relationship between parent familiarity with six middle level practices and parent beliefs and experiences with middle schools. Notes that parents were generally not aware of established middle level practices, and that parents reporting higher familiarity were more likely to report positive…

This position paper of the National Joint Committee on Learning Disabilities identifies 19 professional development principles presented in terms of the professional development context, process, and content. Principles are in agreement with standards developed by the National Staff Development Council. The paper urges staff development that is…

The Antigonish Movement, a Nova Scotian community development approach, and a Sri Lankan community-based adult education movement are used to illustrate spiritual principles for adult education/community development: ecological base, social justice, human dignity, community base, action for liberation, and combined action and reflection. (SK)

Presents conversations between the authors (public school teachers and participants in a graduate level teacher action research course) and six people in language education who have greatly affected the teachers' work (Dixie Goswami, Tom Newkirk, Donald Graves, Nancie Atwell, Linda Rief, and Tom Romano) regarding issues these leading educators…

Explores the relationship between outcome-based education (OBE), recognition of prior learning (RPL), and Knowles' andragogical model of adult education. Finds areas in which OBE and RPL are incompatible adult learning principles. Suggests ways in which these differences may result from structure and instructional design in higher education.…