In this collaboratively written article, we share what we have learned in our over decade-long partnership working across social and institutional boundaries, including: the right for students to be taught through a strength-based perspective; the necessity of communication between schools and communities; and insights into how educators can…

Young children bring rich social, cultural, and political knowledge to school, cultivated in their homes and communities. This knowledge, ranging from household skills to multilingual practices, is often marginalized in schools that value different norms. Drawing from ethnographic studies in Illinois and New York kindergarten classrooms, this…

Author attempted to spell out the consequences of certain directions in contemporary ethical theory for the teaching of values--moral or otherwise--and to indicate a course of pedagogical action consistent with these consequences. (Author/RK)

Provides a theoretical and philosophical model for values education based on the work of Martin Buber. Reviews six steps that intercede between the initial meeting of teacher and student and the latter's formation of his/her values construction. (LRA)

Discusses the development and application of a model of cooperation-competition in an undergraduate college class as well as its theoretical framework and programmatic implications. (Author/RK)

Examining research inspired by Kohlberg's moral development theory, the authors highlight some conceptual and methodological weaknesses and present the practical and theoretical limitations of implementing Kohlberg's ideas in the classroom. (SK)

Authors analyzed the process of modernization as an answer to the basic question of how to plan and develop educational policies for the culturally disadvantaged. (Author/RK)

Examines the notion of community in terms of language forms and specialized knowledge, and in terms of the social organization of the members of discipline groups. (Author)

Author attempted to develop some of the more salient ideas that Maslow had about education. (Author/RK)

It is the thesis of this article that a serious effort to decide "why" results in the teacher's formulation of a basic rationale--a consciously derived position upon which classroom decisions are based. (Author)

A new social theory of value must be developed because of the possibility of a world-wide emergency in the face of growing famine and pollution and an accompanying decline of moral values. This theory must have the life of all humanity and the life of our own culture as its ultimate values. (Author/RK)

Current reports and recommendations on needed improvements in American secondary education, part of a long history of criticisms of the high school and of proposals for its reform, were discussed. (Author/RK)

The oppressive mechanisms of racism suppress the development of children of color. Teachers must critically analyze school structures; conventional notions of ideology and identity; and cultural artifacts such as ideas, ideals, language, and routines to reveal how they reproduce the racism of the larger society. (SK)

Relates each of Kohlberg's six stages of moral development to the appropriate level of schooling and method of classroom discipline. Concludes that teachers can successfully solve discipline problems by choosing strategies from a stage just beyond the student's level. (SK)