Two experiments in training teachers of modern languages, carried out in Greece from 1982 to 1985, are analyzed. The approach, aimed at establishing a theory-practice link, was intended to maximize teacher autonomy. The second experiment, based on the first, involved producing a new curriculum and materials and new evaluation methods. (Author/MT)

Relates experiences and impressions gained from visiting rural primary schools in Victoria, Australia, as a science consultant. Concludes that the schools are functional, well cared for, and a pleasant, active center of rural communities. (BRR)

Threats to the freedom to teach and to learn are examined; what can be done to counter these threats is discussed. The threats or problems are of two kinds: (1) internal, i.e., self-censorship of professional educators; and (2) external pressure from individuals and groups outside the schools, e.g., book banning. (RM)

This paper offers a view of educational research in which individual practitioner-researchers are creating and testing their own living educational theories and living standards of practice and judgment in the course of exploring questions related to the improvement of their practice. The power behind what counts as knowledge in education has been…

This paper briefly introduces the reader to the notions of learner training and learner autonomy. It makes practical suggestions as to how training might be woven into the typical short summer language program, in the hope that it might improve the students' effectiveness during and after the course. It is argued that this can be done in three…

An emphasis on therapy research and empirically supported treatments (ESTs) is currently suggested as the answer to many therapists' and counselors' problems with behavioral healthcare. Those eager to protect psychologists' share of behavioral care in an era of managed care are utilizing ESTs and process research to demonstrate the effectiveness…

This paper considers and summarizes information about the current state of autonomy and job satisfaction within U.S. institutions of higher education. First, the forces that often obscure, or lessen, the traditionally autonomous faculty member's sense of job satisfaction are discussed. Then, potentially overwhelming technological changes that…

Addresses the issue of pedagogical professionality. Analyzes the process of professionalization and the concomitant theories that have arisen in various categories of educational work. Maintains there is not an adequate definition of pedagogical professionality. Suggests a content-oriented definition based on the hermeneutics of educational…

Examines effects on Soviet education of ideas and teaching methods of Shatalov, Amonashvili, and others. Their ideas, focusing on cooperative relationships among teachers, students, and parents that create a successful learning environment and diminish students' fear of failure, have challenged the authority of the Soviet Academy of Pedagogical…

The emergence of reflectivity in teacher education is discussed. Four forms of action (describing, informing, confronting, and reconstructing) are suggested to uncover the forces that inhibit and constrain teachers and teacher educators in their efforts to implement critical reflection in their curricula. (IAH)

Teachers do not fail to address teaching's moral and ethical issues because they lack moral sensitivity, concern, or commitment. Teachers' bury their concern under the hard shell they develop to protect themselves in nonsupportive environments. Schools' social/political environment often discourages conversation, and educational language limits…

A nationwide survey of 1,185 academic sociologists examined their extramural consulting activities. About 72% had done consulting work, primarily presentations, writings, and survey research. Top three types of organizations worked for were voluntary organizations, government, and educational groups. As consultants, respondents made limited use of…

Summarizes results of a study designed to identify organizational climate factors in Israel's 29 Bedouin Arab elementary schools and to explore their relation to certain teacher and school-level variables, including sex, educational level, tenure, teachers' origin, school type, and school size. The most important organizational climate factor was…

Using a national database of nearly 10,000 teachers, the dimensionality of teachers' decision participation, school climate, sense of efficacy, and job satisfaction and their relationships were explored. Dimensions of decision participation did not emerge as best predictors of teachers' sense of efficacy or job satisfaction. (SLD)

The Teacher Job Questionnaire distributed to 3,150 elementary teachers received 31 percent response identifying teacher job interests and characteristics. Results demonstrate that it is critical for policymakers, administrators, teachers, and teacher educators to recognize the effects of their decisions on the design of teaching jobs and outcomes…