Reviews research on the learning of mathematics and its implications for mathematics instruction. Highlights studies of children's arithmetic and influences on the learning and participation of minorities in mathematics. (DMM)

Many teachers are creating learning environments where students' uses of reading and writing are inseparable and relevant to their daily lives. These teachers are supported by recent trends in language arts research, professionalizing trends in today's political climate, education programs modeling language unification, and enlightened educational…

Calls for a new research agenda, one that makes explicit the connection between academics and the objects of their research. Argues that the research agenda itself must be scrutinized in the hope of expanding and sharpening an understanding of what questions to raise. (DB)

This article criticizes the methodologies, epistemologies, and rhetoric found in much of the educational research published today. An aesthetic view of research overcomes many of the dangers inherent in the metaresearch methodologies and epistemologies currently used. Less arcane and jargon-ladened language would make research more accessible to…

Administrators and teachers should rethink their role as public intellectuals and reject the cult of knowledge, expertise, and disembodied rationality permeating curriculum theory discourse. Educators must redefine educational leadership through forms of social criticism, civic courage, and public engagement allowing them to oppose the forces…

Offers some suggestions for articulating curricular objectives and activities based on the theoretical principles underlying emergent literacy. Suggests readings for extending and strengthening the knowledge and understanding needed to foster young children's language and literacy. (MG)

Reviews five books concerning literature-based classroom instruction. Emphasizes the need to understand something about the history and current status of literature-based classroom instruction to place current books about such instruction in a contemporary classroom perspective. (MG)

Asserts that the renewed interest in rhetoric, evident throughout the professional discourse of English studies, is having a salutary effect on the theory and practice of the teaching of composition and basic writing. (MG)

Examines three contemporary taxonomies of revision as proposed by Wallace Hildick, Lester Faigley and Stephen Witte, and Sondra Perl. Uses literary and cultural theory to bridge the gap between these theories and students' revision practices. Argues that while revision may be prescriptive, it must also be subordinate to the writer's intentions and…

Presents reactions to Hershenson, Power, and Seligman's rejoinder in July 1989 issue of Journal of Mental Health Counseling (JMHC). Argues against relying upon either medical model or eclectic approach as a foundation for mental health counseling. Suggests Ivey's views (JMHC, January 1989) concerning developmental issues and author's views…

Professors who study and teach supervision should realize that they are involved in creating a scholarship of practice, not a science or applied science. Pretending to "do science" maligns education's legitimacy and assigns its professors to second-class status. The practice approach has more potential for creating a true community of…

Comparing teaching to medicine, this article argues that thoughtful practitioners intelligently evaluate educational research, reconcile that research with practical knowledge, and use artistry in considering the context. Researchers must, in turn, communicate to teachers their respect for the wisdom needed in their practice. (MLH)

Complains that the relevance of research to educational reform evaporated in 1985 when the William Bennett/Chester Finn team began to promote reform by rhetoric. A reorganized Office of Educational Research and Improvement (OERI) then abandoned plans to forge a strong link between researchers and practitioners. (MLH)

Describes a model of professional development designed for early childhood educators. Details central features of the model and its implementation. Written feedback from project participants and their administrators illustrates the project components. (RJC)

Describes the author's reflections as she tutored three first-graders in writing, focusing on how she and one student both expanded beyond restricting ideas of what they were to do. (SR)