Reports on an exploration of gender bias in the multiple-choice portions of six Canadian social studies examinations. Considers the lack of women's experiences reflected in the questions, formal content, and epistemological stance. Concludes that gender biases do exist in the questions and may have contributed to differences in achievement. (MJP)

Presents an interesting meditation on the journey of art from private vision, appreciated by a few wealthy patrons and scholars, to the realm of public enterprise. Examines some of what has been gained and lost in this process. Provides an overview of the post World War II development of art education. (MJP)

This article describes the six components of the policy framework developed by the Consortium on Inclusive Schooling Practices to guide its training and technical assistance efforts across multiple states and districts. The framework incorporates standards-based reform within an inclusive schooling perspective. Ways this tool can be used are…

This article describes legislative and policy provisions that support educational services for children with disabilities in Ontario. It presents an overview of special education procedures for the identification, placement, and review of students with disabilities, the development of the Individual Education Plan, and special education funding.…

This study examined where, how often, and how effectively vocabulary instruction occurred in 23 ethnically diverse upper-elementary classrooms in Canada. Data revealed that only 6 percent of school time was devoted to vocabulary knowledge development, with 1.4 percent devoted to vocabulary development in academic subjects. Most instruction…

Analyzes the relationship between radical social transformation and educational reform in Algeria, China, Cuba, Ethiopia, Iran, Mozambique, and Nicaragua. Examines seven policy areas before and after transformation: centralized control, access to education, tracking, curriculum, personnel, language of instruction, and literacy. (28 references) (SV)

Discusses social and educational forces that are leading to the development of all-day kindergarten. Also considered are the effects of pressures on children, parents, and schools on all-day kindergartens and the constituents of developmentally appropriate practices in kindergarten. (BB)

Maintains that historically the mission of the National Association for the Education of Young Children (NAEYC) has centered on overcoming the obstacles to achieving quality in early childhood programs. After recent debate, the mission statement was changed to call for facilitation of improvement of working conditions in the early childhood field.…

Describes the design, content, and delivery strategies of the Multidistrict Trainer of Trainers Institute (MTTI), which helps educators apply research findings on bilingual instruction. Reports survey responses of MTTI trainers and participants concerning the impact of MTTI on participants' classroom practices and peer coaching skills. Contains 30…

This paper examines school readiness practices, some of the assumptions behind the school readiness controversy, the efficacy research on these programs, legal issues related to school readiness practices, and how school readiness practices interfere with early intervention and the inclusion of all children in the schools. (Author/DB)

This qualitative study reports 5 themes in the preservice teaching experience of 10 preservice teachers which may reinforce traditional views of schooling and discourage understanding and addressing unique learning needs of academically diverse learners, such as gifted, remedial, and special education learners. (JDD)

A teacher discusses the negative effects of collective socialization on students in government controlled public schools. Suggested ways to deconstruct mass schooling include requiring educators in nonteaching positions to teach, simplifying the curriculum, making student learning relevant, keeping schools small and independent, getting rid of…

Analyzes one teacher's attempts to implement innovative assessment practices and a meaningful science curriculum that encouraged learning, in the face of traditional assessment expectations. Focuses on three dilemmas: maintaining student accountability in cooperative learning situations, evaluating lower-ability students on fixed standards while…

Reports on the Network for Experiential Projects and Adventure Learning, a two-year training program in Germany developed to prepare teachers to integrate elements of adventure education into their curricula. Program sequence consists of 12 workshops, divided into 5 levels, including a participant initiated adventure project. Includes participant…

Thirty-seven leading educators participated in a Delphi technique survey regarding future directions in education of students with disabilities, focusing on inclusion and integration, labeling and classification, personnel preparation, instruction and services, and research. Respondents predicted that increasing inclusion will occur, and teachers…