Outlines the structural elements useful for systematic construction of an industrial arts curriculum. Steps include (1) curriculum foundations (definition, rationale, goals); (2) curriculum content (scope, sequence, specifications); and (3) curriculum evaluation. (SK)

Notes that primary grade teachers attempting to implement developmentally appropriate practice (DAP) in their classrooms must contend with the competing professional models of early childhood education and elementary schooling. Describes the practices of one primary grade teacher, which, despite problems of interpretation, inconsistency, and only…

Analyzes the nature of sustainable development and the role that environmental education can play in a transformation toward a sustainable society. Discusses three rules for teaching environmental education: a child-centered education, objectivity on matters of values, and creation of environmentally responsible behavior. Provides a checklist of…

Examines the role of social systems design and what values design can add to education. Topics include design as a decision-oriented disciplined inquiry, change and new realities, models and model building, and an image example of the present educational system and what the future system should be. (LRW)

This article elaborates a presentation made upon reception of the E. L. Thorndike Career Achievement Award in Educational Psychology from Division 15 of the American Psychological Association. It considers how value aspects of motivation apply to efforts to develop students' appreciation for school learning. Currently, we have only limited…

In this article the author considers the impact of research and theory on non-dominant minority groups and the influence these have on shaping educators' understanding of the sociocultural, historical, and structural forces that impinge upon their work in the schools and communities they serve. Specifically, she reconsiders the constraints of John…

Discusses five principles that can be used as a guide for designing inservice teacher education programs responsive to teacher needs. (RK)

The author states a definition of mainstreaming and lists 30 underlying principles of mainstreaming, then describes 17 models ranked as most successful (e.g., the resource plan--most commonly used) by special education directors who responded to a national survey. Noted is importance of ongoing inservice education and individualized teaching. (MC)

This paper examines ways to measure the effectiveness of McKinney-Vento Homeless Education Programs. It is the result of a work group that developed standards and indicators of quality, that identified data-collection tools and strategies to determine the extent to which the programs are meeting the standards and indicators, and that created…

Teachers and students who are ethnographers and who study the artifacts and "visual sign making" of their own culture will learn to value and understand the arts, as well as to produce art that matters. (Author)

Four issues of gifted education for which more attention should be paid to the development of defensible rationales are examined, touching upon identification of the gifted, process models of gifted education, teachers of the gifted, and program evaluation. (DLS)

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)

Community-engaged scholarship (CES) is gaining legitimacy in higher education. However, challenges of institutionalizing and sustaining it as a core value remain. Significant barriers exist for faculty choosing to incorporate CES into their teaching and research. Faculty development programs are a key mechanism for advancing faculty skills as well…

In this paper we examine the degree to which recent research and writing about professional development school activity indicates progress toward fulfilling the professional development school model's commitment to providing equitable educational opportunities and outcomes, especially from a critical pedagogy perspective. Our review of 95 papers…

Purpose-driven leadership is a constructive leadership model that challenges an organization to: define its purpose, maintain integrity, encourage character, prevent burnout and sustain vitality. The model incorporates "best practice language" and the tools needed to foster a meaningful discourse. As school leaders strive to define, defend, and…