This article reviews research on the spacing effect (SE): the tendency, given an amount of study time, for spaced presentations of a unit of information to yield much better learning than massed presentations. SE's current status in the classroom and its implications for teacher education are discussed. (IAH)

Suggests a model of knowing in which theory may emerge from classroom practice. Proposes establishing a network of writing teachers whose mission is to render accounts from the field. Argues that a dialogue between practitioners and theoreticians is long overdue. (RS)

Responds to "new scholarship on women" perspective presented in previous article by Greiner. Addresses individually each of six basic tenets involved in new perspective and examines perspective's assertions in terms of both women and men. (NB)

Relates the author's experiences with literacy in another medium during 18 months of concentrated music study. Describes how this experience produced insights about the student/teacher relationship, about learning, and about the writing process. (SR)

Closely scrutinizes the social constructionism and, more specifically, the collaborative learning approach to composition theory and practice. Discusses the history, philosophy and theory, classroom implementation, and advantages and disadvantages of collaborative learning. (RS)

Asks whether concerns over helping students enter the academic discourse community are not at odds with the pedagogical aims of the interpretive community of the classroom. Suggests that teachers engage students in a dialogue that respects the complexity and value of both student and academic discourse. (RS)

A grid, constructed from two traditional distinctions of knowledge (experiential and research-based knowledge), is used to analyze the relationship between theory and practice in teacher education. As a concrete example, the article reviews how theory and practice are integrated in the Finnish system of teacher education. (IAH)

This article attempts to illustrate, with the use of an example, which qualitative demands can be met by school-based practical studies in a two-phase teacher education course at selected universities. School-based practical studies focus on strengthening the theory-practice relationship in teacher training to enhance the vocational practice of…

Ecocultural theory proposes that ecological effects are mediated through the activity settings of the daily routine, and emphasizes the importance of the "sustainability" of everyday activities as a predictor of child and family outcome. The theory's applications are illustrated using case materials from a study of 102 families with…

Published opinions of acknowledged leaders in the field of mental retardation in the Soviet Union were reviewed. Basic concepts of the nature and causes of mental retardation, methods of screening, accepted classifications of persons with mental retardation, and educational facilities are described. Some comparisons with American theoretical and…

This article describes the design, development, and outcomes of a curriculum module entitled, "The Teaching Biography of (Student Name)." This student-centered methods-practicum course was designed to foster reflection and individual and group inquiry into both the ends and means of education. (IAH)

Discusses the concept of emergent literacy, summarizing several theories and studies on children's early experiences with reading and writing. Examines the implications of this research for beginning reading and writing instruction. (MM)

Describes a survey that examined the perceived importance of key competencies by professionals in the field of instructional and performance technology. The discussion covers differences in responses between training managers, staff trainers and professors, and the need to incorporate corporate priorities into the academic curriculum of…

Overviews basic writing instruction and research by briefly discussing the history of remediation, results of a survey of basic writing programs in U.S. colleges and universities, and interviews with developmental textbook editors at major publishing houses. Finds that basic writing instruction continues to focus on sentence grammar. (MM)

Provides reviews and critical analyses of "Capitalist Schools: Explanation and Ethics in Radical Studies of Schooling," by Daniel P. Liston, and "Teacher Education and the Social Conditions of Schooling," by Daniel P. Liston and Kenneth M. Zeichner. Indicates that both books call for critical inspection of current educational models. (15…