This book, a revision of a 1983 edition, addresses both theoretical and practical issues faced by entry-level and mid-level practitioners who espouse a commitment to student development. Chapters include: (1) "Human Development and Higher Education" (Theodore Miller & Roger Winston, Jr.); (2) "Organizational Theory: A Primer" (George Kuh &…

The categorization of individual theories co-existing within the feminist framework limits the extent to which these theories can be woven together to fully develop the field of composition. By focusing on differences, taxonomies ignore the similarities among the framework's various theories. These similarities, when interlaced instead of…

This collection of papers examines the role of research in efforts to reform art education. The essays include: "Arts Education Research: Issues, Constraints, and Opportunities" by David B. Pankratz; "Characterizing Civilization: Research Strategies, Findings, and Implications from the National Endowment for the Arts' Report on Arts Education" by…

Addressing the possibility of making positive change in education, this book explores the way that American pragmatism and the rhetoric of North American romanticism work together to create a method for restoring hope to composition and English teachers and responsiveness to the systems they work within. What the book calls…

Educational research, often conducted at universities or on educational sites by university researchers, is reported in educational journals, and is most often read by other researchers. The community of classroom teachers, which could benefit from the findings of educational research, rarely learn about these endeavors. The objective of this book…

A new paradigm of educational research is presented that is grounded in the living educational theories that educational action researchers produce for their own professional learning. In this new paradigm there is no one theoretical framework. Each individual action researcher is creating his or her own living theory in the explanations for their…

SERVE, the Southeastern Regional Vision for Education, is a consortium of educational organizations whose mission is to promote and support the continual improvement of educational opportunities for all learners in the Southeast United States; SERVE is one of the ten Regional Education Laboratories funded by the U.S. Department of Education. In…

Labeling Peter Elbow an "expressivist" is an ironic reduction of his multifaceted thought to a one-dimensional term at a time when postmodernism stresses heteroglossia. This paper outlines the recent history of "expressivism" to demonstrate its curious social construction. The paper then calls for an "end of…

In 1986, the Center for Policy Research in Education began a 5-year study of the implementation and effects of state education reforms in six states chosen for their diverse approaches: Arizona, California, Florida, Georgia, Minnesota, and Pennsylvania. This issue contains material from an earlier CPRE report providing an interim assessment of…

This document provides a rationale (theory) and some models (application) to help secondary teachers develop their own "guided assignments"--road maps which offer young readers structured assistance in reading literature. The guide's first section provides a theoretical framework and blueprint for guided assignments. It begins by…

The contradictory reception given the epistemic approach to composition pedagogy results from a resistance to simple transmission which is built into the approach, so that the approach is constantly re-invented by its practitioners. According to the epistemic approach, truth is dynamic rather than static, and thus continually being re-invented…

Hans-Georg Gadamer proposes a philosophical hermeneutics that sheds light on the ways in which scholars have envisioned the history of teaching writing. Offering an alternative to a linear model of history, in which events are viewed as links in a chain, Gadamer's hermeneutics regards a text as a locus or web through which other texts are…

Like the narrator of Robert Frost's poem "Mending Wall," instructors need to ask what is being walled in and walled out of their composition programs when categories such as process vs. product, expressive, epistemic, current traditionalism, and social constructionism are constructed. When divisive categories prevent theorists from…

The answers to five questions concerning writing across the disciplines can help to define useful connections between literacy theory and writing across the curriculum classroom practice. First, the experiences of a director of writing programs at the University of Louisville who also taught English at the National University of Singapore, as well…

"Writing to learn" is the motto of writing across the curriculum (WAC). When students write to learn, they interact with subject matter in a way that makes it their own. WAC individualizes instruction because each student's response to a writing-to-learn assignment will be as different as the student's individual experience. A WAC…