Relates differences between education and training to the difference between hunting and fishing. Discusses instructional methods and design, principles, objectives, and theories. (AEF)

Proposes a social need for solidarity, examines sources of the term, and shows how principles and practices of solidarity, although construed in various metaphors, is deeply rooted in the scriptural story. Provides a holistic frame of reference for proposing the promotion of solidarity as a foundational concern for religious education. (DSK)

Offers an explanation of the concept of Discipline-Based Art Education (DBAE) as developed at the Southeast Center for Education in the Arts. Using the DBAE model, develops expanded definitions of the four DBAE discipline perspectives and six organizing principles under which the arts may be taught and studied. (DSK)

Examines criticisms in gifted education from the perspective of a teacher of the gifted. Critical concerns about identification of gifted students and special programming to meet their needs are discussed as they affect classroom instruction. (Author/DB)

Looks at the premises on which peer education is founded and considers whether the approach is the panacea that many claim. Also, describes how positive views of peer education have spread in the absence of any assessment of its premises, and evaluates each of the claims made for peer education. (DSK)

Explores similarities and differences between online education and more traditional methods of distance education. Delineates philosophical foundations of the CyberEd program (at the University of Massachusetts Dartmouth) and the attempts made to implement those principles within the constraints of Internet technology. Presents anecdotal examples…

Describes the progressive information design programs at Bentley College in Waltham, Massachusetts (both undergraduate and graduate programs) which build on user needs and discourage premature assumptions regarding the best way to design user support. Describes how the concept of knowledge-infused design (which considers support of user and task…

Focuses on the general impact academic and student affairs partnerships have on the climate and culture of an institution where they occur. Provides a series of nine principles that illustrate successful partnerships. States that the more evident these principles are on a given concept, the greater the likelihood that effective partnerships have…

Articulates 13 key principles for literacy assessment, which call for a willingness to recognize complexity and diversity and an approach to assessment that begins from inside rather than outside the classroom. Argues that assessment should be assessed in terms of its relationship with teaching and learning, including the opportunities learners…

Outlines principles for assessments that are supportive of teaching and learning, and discusses qualities that such assessments must have in order to be useful for reporting information to the public. Introduces a language-arts assessment (the Elementary Literacy Profiles) designed to embody these principles and qualities so that it will be…

Argues that, since there is no single answer to literacy education for all children, balanced literacy programs are necessary. Discusses the importance of and describes the characteristics of a balanced literacy program. Uses those characteristics to show how literature-response groups can be part but not all of a balanced literacy program. (SR)

Argues that testing and sin both are based on assumptions about values. Proposes and describes the seven deadly sins of testing: procedural mechanization, competitive coerciveness, cultural egocentrism, overeagerness (gluttony), avarice (greed), disconnection from community, and ignorance of self-implication. (SR)

Discusses applications of the theory of multiple intelligences in the field of education. Distinguishes between "surface" and "deep" applications of the theory. Responds to earlier articles in this journal about the theory of multiple intelligences. (RS)

Experiential education is an interdisciplinary field that draws on philosophy, psychology, sociology, anthropology, cognitive science, and research on education reform. Presents a conceptual framework that addresses what experiential education is, pedagogical principles, the nature of student experience, teacher role, and the learning environment.…

Proposes a new paradigm for teaching and learning based on the concepts of contexualized multiple intelligences (CMIs) and concepts and processes of triplization, including globalization, localization, and individualization. Implications of the new paradigm for changing curriculum, pedagogy, and general educational reform are drawn. (DB)