Learning styles advocates claim long-term improvements in four aspects of teaching and learning: curriculum design, instructional methods, assessment, and student guidance. The application of learning style theory encompasses three pervasive problems: confusion in definitions, weakness in measurement reliability and validity, and identification of…

This comment on EC 231 901 notes that progress in developing services for mentally retarded consumers has come from empirically proven interventions and from ideological advances. It argues that scientists should not advocate for the positions that their research supports, as they cannot advocate for a certain social change and then conduct…

Presents three patterns of literature-based reading instruction and illustrates their role in the moving from a traditional reading program toward a whole language, literature-based reading program. (MG)

Presents current research about how children learn to read and addresses the implications of this body of research for instruction. Aids educators in reflecting upon their present instructional practices to ascertain whether they coincide with findings from existing research. (MG)

The educational administration profession can no longer tolerate the certification of future school leaders who use a "cookbook" approach to problem solving. The issue of critical analysis and the ability to apply such skills to school settings is the essence of improving administrative leadership and student academic performance. Unless…

Presents a discussion of the role of educational research in teacher education in England, looking at its recent history, examining the effects of England's new national curriculum, and discussing the politics of change in the English educational system. (SM)

Responds to comments about educational research models by Ernest E. House and Cleo H. Cherryholmes with quotations from the writings of John Dewey. The points of agreement and disagreement among Dewey and these critics make it evident that theory and practice cannot be separated in educational research. (SLD)

Experiences of various schools in implementing Gardner's Theory of Multiple Intelligences demonstrate that learning about innovation should be a regular, natural part of schools; barriers between insiders and outsiders should be eliminated; teachers should be prepared as change agents; and the value of academic research should be reconsidered. (SK)

Discusses the educational and organizational theory of Ernst Marx, the educational-organizational models he developed, and their use in Dutch secondary schools, particularly to enhance policymaking capacity. Marx theory embraces several basic ideas: the capacity to individualize instruction, to offer a broad education, to enhance operational…

Outcome-based education, a labor-intensive process driven by mastery learning, is an unsuitable model for training future teachers. Education professors are too overworked to provide individualized instruction. Although OBE theoretically balances remediation and enrichment, fast learners often "tread water," with little incentive to work…

Asserts that much of moral philosophy is an exercise in constructing theories for an ideal world. Contends that human beings are the basic subject of morality, not moral principles or theories. Maintains that consistent effort and trust building can bridge the gap across socioeconomic categories. (CFR)

Sees implicit definitions given to career and personal counseling as reflecting dichotomy between research and practice. Says that research focus and early practice experience reinforce idea that career counseling is prototypically concerned with young adult career choice. Presents case study of targeted coaching in business to illustrate how…

Prevailing socioeducational models--liberal educational theory, human capital theory, and critical reproductive approaches--do not address Latin American realities related to the struggle for educational access by marginal groups, the role of technical scientific knowledge in economic growth and social power, and effects of social forces on…

Surveys elementary reading educators to discover their preferred theoretical perspective and the instructional strategies used by them to teach reading methods courses. Finds that reading faculty who reported a whole-language preference also reported using more teaching strategies that increased learner involvement. (SR)

Describes the transformational-generative model of grammar and discusses how this theory has influenced composition teaching and theory. Outlines a new model of language being developed by cognitive scientists and how this model might inform composition in the future. (HB)