This article explores the work of theorist and philosopher Mikhail Bakhtin and acknowledges him as a new voice to social work. In a larger context his ideas can help the profession in the transition to postmodernity. In particular, the authors explore two of his key concepts--dialogue and carnival. (Author)

Presents an integrated dissemination model for social work and, through the use of a case example, illustrates the practical application of the model. The OPTIONS (OutPatient Treatment In Ontario Services) project is an example of the effective dissemination of two research-based addiction treatment modalities to nearly 1,000 direct practice…

Argues that there are very good reasons for developing discourse grammars for second-language (L2) teaching. Exemplifies the criteria for moving from sentence-based grammar to the discourse level. The criteria are based on pedagogical and descriptive problems in grammar that sentence-based approaches cannot adequately deal with. (Author/VWL)

Discusses a survey of language instructors that was conducted to examine the relationship between second-language (L2) listening research, pedagogical theory, and practice. Descriptive and qualitative analyses of the responses suggest that there are gaps between L2 listening research and practice. Suggestions for closing this gap are proposed.…

Recollections of a small childhood neighborhood suggest that the theory and research on integrating curriculum and community can be implemented by sharing curriculum mandates or standards with students. Once they know what they need to learn, students can draw on shared experience to identify places and people in the community where they might…

Emerging research on the brain and learning is challenging long established notions about how children should be taught. The authors use this research as a basis for providing more powerful strategies for reaching all students, including those with learning and behavior problems that have led to educational failure. Suggests ideas and practical…

Rather than informing the teaching community about good research, five experienced teachers and three university researchers developed a discourse community around vocabulary learning to reflect on practice, engage in shared critiques, and support professional choices. In doing so, they were able to inform the research community about good…

This critique of J. Renzulli's review of his own work on gifted education suggests that no classroom observational studies have critically examined the dynamic interaction of Renzulli's Three-Ring Conception of Giftedness model, that within a school context the model is difficult to conceptualize, and that the model's complexity limits the number…

Drawing on learning theory, this paper describes some common organizational learning disabilities that afflict higher education institutions and proposes some practical solutions. Impediments identified include effects of institutionalization, resistance to teachers' need to become learners, perceived lack of legitimacy for institutional research,…

Reflections on the future of anthropology and education in this special section call for: (1) more theorizing about culture; (2) extending the "field" of fieldwork; (3) connecting work with broader topics in anthropology; (4) extending studies beyond compulsory education; and (5) looking at communicative and cultural development. (SLD)

Countless good ideas, research, and reforms (silver bullets) have yielded only modest improvement, suggesting problems of research (dogma, design, duration, and domain) and problems of distribution--expanded teacher responsibility. This article recommends revamping teacher education, remediating or firing incompetent teachers, and reducing class…

Asserts that the central problem of the analysis by M. Wang, G. Haertel, and H. Walberg is that they tend to view the teacher, at least implicitly, as the compliant beneficiary of the knowledge of the educational researcher. Any knowledge base that aims to affect classroom practice should take into account and respect the teacher's world.…

Asserts that because M. Wang, G. Haertel, and H. Walberg never clarify the contours of their "knowledge base for school learning," it is difficult to know what their broad-based comparison of research studies has really yielded. Explores dilemmas posed by the methodology of the study. (SLD)

Discusses challenges related to educational theory and practice, focusing on arenas for theoretical development (unifying the cognitive and the social, learning, the brain, transfer, reconceptualizing the nature versus nurture discussion, and social systems); theory and applications in synergy; and arenas for practical development (curriculum,…

Case studies designed by the National Institute for Science Education reveal various dilemmas and decision points faced by professional developers. Planners must decide whether to focus on philosophical or pragmatic issues; aim at a broad or narrow audience; and engage teachers in developing curriculum or in adopting existing curricula. (MLH)