Works of over 200 authors were examined using dialectical inquiry and phenomenological reflection, revealing six literacy themes (cognitive performance, cultural identity, knowledgeability, language communication, reading and writing, and utility) and seven technology themes (ambiance, artefact, evolution, invention, knowledge, praxis, and…

Argues that the further theatre studies moves away from its roots in the art and the business, the less valuable it is as an academic subject. Proposes that it is precisely in the historic tension between theatre departments and universities that theatre departments can best clarify their existence and goals. (PM)

Contends that process drama techniques can be beneficial for novice actors rehearsing a play set in a world vastly different from their own. Notes that the techniques can be designed as part of the rehearsal process. Provides examples of using process drama in this way, and notes that these activities are very structured, much as a play is…

Discusses student motivation as an academic enabler for school success. Includes a discussion of four key components of student motivation including academic self-efficacy, attributions, intrinsic motivation, and achievement goals. Research on each of these four components is described, and research relating these four components to academic…

Analyzed 50 work samples produced by student teachers to determine the efficiency of Teacher Work Sample Methodology in moving state and national standards into the classroom and the extent to which such methodology promotes alignment of standards, content, instruction, and assessment. The majority of work samples showed weak alignment or no…

Presents the comments of eight teachers addressing the issue of encouraging promising students to consider teaching as a profession. (KEH)

Gov. L. Douglas Wilder of Virginia responds to questions about his austerity program, coeducation at Virginia Military Institute, the role of Black colleges, South African divestiture, his political plans, and his personal views on education. (DM)

Explores Sartre's views of education as expressed in his work, "A Plea for Intellectuals." Notes that Sartre believed that capitalist educational systems attempt to instill bourgeois humanism and allow industry to control the university. Argues that writing instructors must promote social change and must encourage students to transcend…

This article considers the extent to which social ideals enter into the truth of historical events in James's philosophy and the implications of his idea of history for the study and teaching of the past. (IAH)

Suggests the worst and best prescriptions which could be derived from E. D. Hirsch's book, "Cultural Literacy," and other books like it. Recognizes that Hirsch has identified a serious problem in the schools, but indicates that his proposed solution is too simple for a complex problem. (MS)

This paper offers a set of program development goals that address an important, and arguably the largest, segment of interpretation that which attempts to affect a visitor's attitude and/or behavior toward a resource site and the environment as a whole. (LZ)

Argues that the primary aim of education should be the development of critical thinking. Reviews feminist arguments that the concept of critical thinking presupposes a male-biased conception of rationality, and there is a need for a more inclusive concept of rationality. Proposes a definition of critical thinking with components of reason…

Multicultural education should not be used for politically motivated purposes such as combating racism, developing cultural identity, or ending poverty and inequality. It should embody universal humanity, morality, and freedom, uniting people but maintaining their uniqueness and individuality. (SK)

Rather than Tyler-style transmission models, process or transaction models are more appropriate for teaching older adults. Whereas Tyler models focus on achieving rigidly defined objectives, process models view education as activities worthwhile in themselves. (SK)

Sketches a series of design decisions made at Utica College for a computer-supported writing facility, and their implications for the facility. Urges departments in similar situations to first of all establish instructional and operational goals to guide subsequent decisions, and suggests such goals. (SR)