This book offers eight papers intended for student affairs professionals, college administrators, and faculty which discuss wholistic approaches to college student learning, focusing on the entire campus learning environment. Following an introduction by Frances K. Stage and Lemuel W. Watson, the papers are: (1) "A Framework to Enhance Student…

Common-sense proposals for restructuring schools neglect two major issues: What content is needed to give direction to structural innovation? and How can the many factors that influence this content be linked? A discussion of the social context of U.S. education demonstrates the ways in which content and linkage problems are complicated. An agenda…

Issues in the educational administration knowledge base are discussed in this paper, with attention to its definition, extent, and usefulness. The discussion is based on the premises that the knowledge base lacks: (1) organization; (2) definition and applicability; and (3) comprehensiveness and usefulness. Other hindrances to developing a…

Steps toward developing a more constructive framework for linking research with educational practice in effecting school change are presented in this paper. To understand the problem of research-based change in schools, the process is reviewed from the following perspectives: the school and its practitioners; research-based knowledge itself; and…

Examination of the development of the standards documents of the National Council of Teachers of Mathematics (NCTM) points to constructivism as the central view of learning that underlies the reform movement in mathematics education. Constructivism is a theory of how learning occurs. It assumes that knowledge is not passively received, but rather…

Educational research seldom addresses the role of the practitioner who must translate the need for change into practice. Written by practicing school administrators in the state of Vermont, this book offers a cohesive rationale and philosophical direction for educational reform, identifies successful reform initiatives, and illustrates how these…

In considering exactly what takes place in creative writing classrooms, this collection of 22 essays reexamines the profession of writing teacher and ponders why certain practices and contexts prevail. The essays and their authors are as follows: "Introduction: Of Radishes and Shadows, Theory and Pedagogy" (Hans Ostrom); (1) "The…

This paper examines collaborative action research in order to clarify the arguments and research base that either support or oppose the process. Proponents who advocate the institutionalization of collaborative action research point to its theoretical rationale, a growing research base that documents the value and outcomes of the process, and…

This book presents a debate between "reasonable" educators who either claim that there is evidence for the effectiveness of whole language, or who challenge the claim that whole language works across the broad spectrum of learners. The book presents the debate in the form of formal debate resolutions, opening "statements,"…

Offering models for what reconfigured literary and cultural studies classrooms might look like, this book suggests new directions for teachers of literary and cultural studies seeking to change their own classroom practices and curriculum designs in a time of significant cultural uncertainty. The 14 essays in the book are grounded in the…

This journal is intended to provide linguistics field workers with news, reviews, announcements, and articles that will stimulate interest in the field of linguistics. Each issue contains three to seven articles and reports, three to five book reviews, announcements relative to the field, and a list of books available for review. Feature articles…

This paper addresses two questions relevant to practices and policies in early childhood education (ECE). The first question addressed is, Given the worldwide focus on ECE, what are the priorities in practice-oriented research in school life? Educators struggle with the issue of whether research makes much difference to practice. It is suggested…

The hallmark of the reading/writing workshop approach is its flexibility--its accommodation to the unique creativity of every student and of every teacher across a landscape of unique and distinct classroom communities. From the collective works of leading proponents, the following principles for workshop teachers can be liberally abstracted: the…

National Writing Project reports show that writing process institutes and workshops have effected some positive changes in attitudes toward personal writing. The many teacher-written articles appearing in professional journals attest to the use and benefits of personal writing in the classroom. Nevertheless, there is still no evidence that…

Breaking down gender barriers in composition and literature classrooms suggests that teachers rethink the forms of writing they demand of their students (e.g., argumentation and exposition) and that they encourage a wide range of approaches which account for gender-specific modes of writing and interpreting texts. Various writing assignments such…