In the American Federation of Teachers' Thinking Mathematics collaboration, teachers have become equal partners with researchers to create staff development aimed at mathematics instruction. Researchers and 5 visiting practitioners have cooperated to create mathematics foundations materials conceptualized in 10 guiding principles for mathematics…

Examines gender differences in learning to help educators create learning environments that equally foster the intellectual development of both male and female students. Surveys recent theories on learning styles, cognitive development, and cultural differences. Offers practical suggestions for instructional design. (DMM)

Because educational research is the province of professors, knowledge available to people working within the schools is undervalued. Collaborative teacher-initiated inquiry capitalizes on teachers' insider knowledge and helps change the professional activities of researchers. For teacher-initiated research to prosper, it is best developed outside…

The Holmes Group's second major report, "Tomorrow's Schools" (1990), offers a radically different perspective on teachers and their roles than does the group's first report, "Tomorrow's Teachers" (1986). Compared to 1986, teachers in 1990 are viewed with greater respect and are regarded as potential colleagues in educational…

This article reviews issues associated with the education of students with attention deficit hyperactivity disorder. It offers a definition of this population and compares practical classroom applications of commonsense attribution theory and information processing theory. It proposes a pragmatic learning theory that takes into account cognitive,…

To gain appreciation for each others' perspectives, a Mississippi language arts consultant and a third-grade teacher from Iowa traded jobs for a year. As a consultant, the teacher found that classroom teachers were more interested in whole-language instruction practicalities than in theory. As a teacher, the consultant learned that classroom…

Provides observations on current trends in the environment to which the dissemination of child development and early education knowledge is directed, and presents issues related to the dissemination of knowledge to practitioners. Closes with a discussion on some implications of these trends and issues. (BB)

Research emerging from practice has a natural life in schools, because the questions are more appropriate, the investigations more straightforward, and the findings more valid for school practice than research conceived, conducted, and interpreted in higher education settings. At the University of South Carolina, interns are being prepared as…

Discusses educational research in mathematics, the relevance of research for classroom teachers, trends in the kinds of research being conducted in mathematics education, tips for reading research studies, and unanswered questions from research. (Contains 19 references.) (MKR)

Analyzes 18 articles selected as representative explanations of the whole-language position. Finds three themes that frame the thought and activities of the movement: general definitions, learning and teaching, and reading and reading instruction. Analyzes the articles using deconstruction to find their implicit assumptions, revealing underlying…

Responds to an article in the same journal on the rhetoric of whole language. Challenges issues of representation, motives involved, and the small unrepresentative sample involved. Discusses the rhetoric of camouflage. (SR)

Responds to an article in the same journal on the rhetoric of whole language. Shows how the authors of that article fail to do what they set out to do from their own perspective. Discusses choice of sources, treating the language seriously, and language without substance. Shows how those authors judge whole language not by its own principles but…

Responds to three articles (in the same journal) which responded to an article by these authors on the rhetoric of whole language. Discusses the nature of professional discourse. (SR)

This paper argues for a paradigmatic shift away from individualistic models of development and learning in early childhood special education to a social constructivist model. Principles for inclusive early childhood practice are explicated, based on classrooms as communities, learning as socially mediated, curriculum as contextually relevant and…

Shares the experiences of one teacher as she implements process writing in her classroom. (MG)