Presents an ethnographic study that explores young bilingual children's early literacy experiences in three different languages (English, Urdu and classical Arabic) and in three strikingly different types of classes in England. Focuses on one bilingual boy of a Pakistani background. Aims to integrate non-dominating language and literacy practices…

Shares how posing realistic problems with students provides them with an opportunity to value their own opinion and develop effective arguments on their position. (MG)

College of education and school district relationships often resemble a battlefield. Partnerships between schools and other public organizations, including universities, can contribute to the overall success of school improvement activities. This paper identifies relationships and significant programs resulting from a cooperative venture involving…

This article describes an effort to employ cooperative team learning (CTL), specifically the Jigsaw technique, as a vehicle for helping prospective middle school teachers enrolled in a social studies methods course translate theory into practice. Recommendations are made for broader implementation of CTL in middle school teacher education…

Illustrates with one play example, from a five-year study of mentally retarded persons in a state school setting, that the prevailing nature of educational and therapeutic practice needs to be questioned. Identifies the different levels of interpretation and form of analysis in this setting and how each influences the other. (Author/JS)

Results from a study of elementary student teachers (N=79) indicate that these student teachers only variably employed instructional strategies emphasized in university methods courses. Possible explanations for this behavior are considered, and implications for preservice teacher education are discussed. (IAH)

Recounts events in history of psychology in United States focusing on science, practice, and politics. Uses three models of psychological science to explicate relative independence and divergent developmental courses of three domains. Argues that adherence to single paradigm within each domain has limited integration. Suggests that…

Schools must do more than implement programs constructed by universities; they must become aware of their capacity for generating knowledge. By encouraging scholarly inquiry and reflection within schools, practicing educators can add to the professional knowledge base and construct their own programs. Includes six references. (MLH)

Considers reading research that establishes phonological awareness as a predictor of reading success. Examines the research that seeks to teach phonological awareness to children who lack linguistic sensitivity. Identifies classroom practices that may have merit in encouraging phonological awareness in children. (RS)

The paper presents an overview of 11 major models of individual learning styles comparing their elements, the populations for which they are appropriate, the reliability and validity of their instrumentation, and where they overlap and differ. (Author/DB)

Research on the Dunn and Dunn Learning Styles Model has been conducted at more than 60 institutions of higher education and at every academic and grade level. Explanations of the 21 elements, the model, some research findings, and beginning steps for practitioners are provided to encourage initial experimentation with some of its variables.…

Presents criteria for the study of educational administration in various economic, cultural, and political contexts. Examines the theoretical perspectives of contemporary educational administration, focusing on Latin America. Outlines traditional administrative theory and proposes a multidimensional paradigm of educational administration.…

Action Research on Change in Schools, a two-year National Institute of Education funded collaborative action research project, is described. The following aspects of action research are examined: conditions or requirements for successful collaborative action research, the process of collaboration, and expected theory/practice and staff…

Surveys 221 college basic writing instructors concerning the thinking and writing skills they stress and how receptive basic writers are to learning such skills. Notes a dilemma in that teachers emphasize the mechanical skills students say they want, yet students are not receptive to mastering these skills. (RS)

Reviews nine studies in the area of audience awareness and social cognition. Notes that these studies provide an interesting, though extremely incomplete, picture of the relationship between social-cognitive abilities and writing performance. (MG)