Uses case studies of students to outline the theories related to cognitive development and different ways of understanding what knowledge is. Organizes four sets of concepts: (1) the construct of intelligence; (2) different ways of knowing; (3) the nature of constructivism; and (4) the active, strategic process of learning. Contains 19 references.…

Researches teachers' views on the value of officially recommended methods of "differentiation" for able pupils in primary and secondary classrooms. Concludes that teachers are more subtle in their use of the methods than official recommendations allow for, and that no single method can be applied without an understanding of context. (DSK)

Efforts to establish a sound, accessible knowledge base for the counseling profession are discussed. Walz has directed the Educational Resources Information Center-Counseling and Student Services section for the past 30 years, and has been a leading spokesperson about counseling research and development issues. Future challenges are presented.…

Three standardized measures of child and adolescent behavior for ages 12-18 are studied: (1) Achenbach Child Behavior Checklist and Teacher Report Form; (2) Behavior Assessment System for Children; (3) Social Skills Rating System. Challenges to psychologists to include the experiences of girls in the knowledge-base grounding their practice and…

Considers writing instruction in open-admissions sites as central to the historical formation and continuing practice of composition studies. Interviews compositionists at open-admissions institutions, showing how they put students' acts of reading and writing at the center of their disciplinary practice, and regard the teaching of first-year…

Four articles discuss recent findings on early brain development, describe classroom applications for specific findings, and include a brain compatibility evaluation: (1) "Primed for Learning: The Young Child's Mind" (Karen Stephens); (2) "Turning Knowledge into Practice" (Pam Schiller); (3) "Is Your Program Brain…

This response to Rule et al. (EC 620 843) concerning translating research on naturalistic instruction into early-intervention practice with young children with disabilities raises concerns about treatment fidelity in such research studies, and notes the existence of pioneering models for studying treatment fidelity. (DB)

This response to Rule et al. (EC 620 843) concerning translating research on naturalistic instruction into early intervention practice with young children with disabilities questions whether the main features of naturalistic instruction are often fully implemented, and suggests that following the suggested guidelines might lead to actually…

Analysis of responses (N=141) to a survey of teacher educators concerning the Case Method of Instruction (CMI) found that 78% were using or had recently used CMI; CMI was used most frequently in assessment and methods classes. Respondents identified CMI advantages as the application of theory to practice and development of problem-solving skills.…

Finds that preservice teachers in a reading-methods class felt that working with elementary students in a one-to-one tutorial program made them knowledgeable and confident, especially having continuous opportunities to put theory into practice, with support from more experienced and knowledgeable others; developing close and caring relationships…

Constructivist learning, based on students' application of knowledge to solve authentic problems, is a culture, not a fragmented collection of practices. Constructivism places high demands on teachers' subject-matter knowledge, pedagogical skills, and design of independent student projects. Major changes in curriculum, scheduling, and assessment…

Outlines major reform postulates and reform projects in teacher education in the Great Britain and the United States, including national standardization, orientation toward competency and educational practice, and functionalization of school reform and teacher-education reform for national competitiveness. Points to a marginalization of theory in…

Argues that the idealism that is central to most stories of good teaching practice can become an obstacle when teachers who do not work in optimal conditions try to turn "theory" into practice. Offers an alternative narrative of "good" teaching: teacher and students constructing an intellectually engaging experience under less-than-optimal…

Describes the development of an award-winning university/school partnership whose core is teacher development through mentoring. The partnership provides ample opportunities for professional development of practicing teachers, cultivates effective field placement sites for preservice teachers, and focuses on helping teachers reach their full…

Discusses theoretical ways in which science-teacher inservices and training could be phased through time for maximum effect. Criticizes existing theories in light of the experience of the Primary Science Program in South Africa and proposes a synthesis model for inservice phasing. Contains 31 references. (Author/WRM)