This article briefly summarizes what is known about how phonological awareness fits into the beginning reading process and effective methods for teaching phonological awareness. Special difficulties with phonological awareness of children with learning disabilities or from culturally diverse backgrounds are noted. (DB)

Proposes the use of authentic texts as the basis for course work from the very beginning of foreign language study. Argues that by practicing cultural analysis, students are better prepared for advanced work than students who have been in a strictly language-oriented class. (Author/VWL)

Describes a social-cognitive instructional model to help teacher education students at the University of Akron (Ohio) develop multicultural values and teaching strategies. Identifies the model's four phases: (1) self-examination, (2) cross-cultural inquiry, (3) ethical reflection, and (4) multicultural classroom strategies. Seven appendices…

Considers the challenges of ensuring relevance and currency while delivering a university course to diverse groups of students in a range of locations. Explores the use of a case study as a teaching and learning tool that has the breadth, depth, and versatility to meet the challenges of distance education. (SC)

Examined the congruence of professed beliefs about teaching and observed instructional practices of four graduate teaching assistants in an elementary French program at a large state university. Found that their classroom practices were often at odds with their expressed clear beliefs; they attributed this to difficulties arising from their status…

Investigates the difficulties that teachers experience in Japan and the United States when they attempt to move to a more constructivist approach in their teaching. (Contains 14 references.) (YDS)

Recent research has revealed the existence of intuitive representations strongly rooted in diverse knowledge domains and the difficulties of modifying those representations through instruction by means of conceptual change processes (Carey, 1995; Gopnik & Meltzoff, 1997; Vosniadou, 1994). According to some interpretations, these representations…

In her book, Other People's Children, Lisa Delpit (1996) described how popular progressive pedagogies of that time like Whole language, while claiming to represent the best learning of all students, did not in fact match the learning needs of the culturally and linguistically diverse (CLD) students with whom she worked. She linked those pedagogies…

Teachers in English Language Learning classrooms have long faced the challenge of working with children who have diverse ethnic and cultural backgrounds and wide-ranging linguistic skill sets. A child from El Salvador, for example, will need to practice different pronunciation and stress patterns than a child from Vietnam. Technology can help…

The reported experience, comfort level, and perceived skill of 233 students in a medium-size midwestern university were measured to determine how best to approach the use of information technology within departmental curricula. Results show that students view their computer competence differently depending on whether they are using the technology…

Traditional forms of teaching and learning based on textual forms of representation and rational thought may limit how we perceive our world. Artistic forms of expression and their implications for adult education are discussed.

There may be many different reasons why children have problems paying attention. One child might be visually oversensitive. Another child, who is oversensitive to smells, might be distracted by the teachers' perfume. Auditory sensitivity can be just as distracting. As such, it is important to remember that children with developmental difficulties…

This longitudinal study investigated sex and age differences and the short- and long-term effects of low-income mothers' talk to their children. Twenty-four girls and twenty-four boys were audiotaped playing with magnets with their mothers at the ages of 5 and 9 years. When children were in sixth grade, they completed a test of reading…

There was very little in common between Mary Wollstonecraft and Hannah More. For More and Wollstonecraft, and for many of their contemporaries, what women?s education lacked most significantly was order, method and system. Recent scholarly work on the Enlightenment has identified changes in attitudes towards women?s education, epitomized in the…

This article argues for a decolonizing multicultural education pedagogy, which engages the interstices in-between, hybrid spaces that emerge at the intersections of different cultures, histories, and locations. It also examines how those who work for social transformation are implicated in the very systems and structures they are attempting to…