Provides a short history of educational theater. Discusses trends in commercial and educational theater. Recommends integration, collaboration, and communication for the 1990s. (PRA)

Discusses the problems with theater and arts instruction in New Jersey. Makes recommendations for creating administrative support for high school theater programs. Suggests integrating the theater curriculum with the other arts subjects. Lists New Jersey's arts education mandates. (PRA)

Presents a retrospective look at the curriculum reform known as the New Social Studies. Defines New Social Studies as a content organization reflecting a discipline or a teaching-learning methodology emphasizing induction, inquiry, and problem solving. Suggests that more parent involvement and student cooperation are necessary before more…

States that recent national reports support the arts as essential to education. Asserts that theater skills develop both the thinking and expressing processes and that theatrical performances require the synthesis of content and skills. Adds that theater reflects life and that theater teachers offer excellence in education. (PRA)

Analysis of interactions among 377 patients and 38 physicians, compared to their self-reports, showed that neither doctors nor patients accurately reported health counseling discussions nor agreed about what was discussed. Smoking and diet discussions were most accurately reported, physical activity, alcohol, and stress discussions less so. (SK)

This article discusses thoughts on the term "gifted" and the author's childhood in Scotland during World War II and concludes that there are three rationales for gifted education: (1) the "special education" rationale, (2) the "national resource" rationale, and (3) the obligation of each individual to use his/her gifts to help other people.…

Discusses the necessity that middle school curriculum reform include other implementation elements such as creating small communities for learning and empowering teachers and administrators. Notes that the Carnegie Corporation's "Turning Points" recommendations for curriculum change are an interactive web rather than a checklist. (JPB)

Discusses how to deal with situations when the client specifies what training is desired before the trainer knows whether the requested training is appropriate. Suggests raising the target level, creating curiosity about other approaches, and paraphrasing the client's intent. (JOW)

Proposes methods appropriate for solving multiple objective test assembly problems. Discusses the impact of the method on the optimality of the solution and gives an empirical example of a test assembly problem for a two-dimensional mathematics item pool. (SLD)

Defines primary knowledge components for entities, actions, and processes, and for instructional strategy. Proposes that a different combination of strategy and knowledge components is required for different kinds of instructional goals, and if they are not present there will be a decrease in the student's acquisition of the desired knowledge and…

Bloom (1956) pioneered the measurement of learning outcomes with a taxonomy of educational objectives, but educators often ignore affective learning objectives and focus on attaining cognitive objectives. This study examined student journals as a way to correct the overemphasis on cognitive objectives. Results suggested that course expectations…

Evidence suggests that perceptual networks in the ventral visual pathway are necessary for action control when targets are viewed with only one eye, or when the target must be stored in memory. We tested whether memory-linked (i.e., open-loop versus memory-guided actions) and monocular-linked effects (i.e., binocular versus monocular actions) on…

This paper uses aspects of "third space" theory to support the use of site-based classroom role play as a means of ensuring continuity of text construction between home and school. A hypothetical continuum of text construction between home and school is described, and it is suggested that schools wishing to support this continuum might consider…

Using insights from the tradition of "via negativa" and the work of Emmanuel Levinas, this paper proposes that unknowability can occupy an important place in teaching and learning, a place that embraces the "unknowable" in general, as well as the "unknowable Other," in particular. It is argued that turning toward both "via negativa" and Levinas…

Lifelong learning has become a (still) increasingly popular slogan in the field of EU educational policy. Embedded in an international and historical account of the discourse on lifelong learning since the 1970s, this paper describes how lifelong learning has emerged as the central strategy in EU education and training policy, and provides a…