Discusses recent brain-research findings relevant for educators: the brain changes physiologically as a result of experience; IQ is not fixed at birth; some abilities are acquired more easily during certain windows of opportunity; and learning is strongly influenced by emotion. Environmental enrichment unmistakably influences the brain's growth…

Discusses the conceptions of constructivist teaching within the context of debates on constructivist research in science classrooms. Argues that critical constructivism should replace constructivist teaching. Contains 39 references. (DDR)

Describes a random effects discrete time survival model that addresses problems of measurement error and sample design complexities. Demonstrates the effectiveness of the model in an analysis of retrospective report data on the age of onset of smoking from two cross-sectional school-based studies. (JPB)

Reviews theories, concepts, and learning approaches relevant to the development of professionals and reports on the range of experiences and events that practitioners have found formative in helping them become fully competent. The review is based on empirical research conducted across 20 professions. (Contains 166 references.) (JOW)

Teachers using a constructivist approach to learning are not invisible, as Lawrence Baines and Gregory Stanley suggest in a December 2000 "Kappan" article. Rather, they are an integral part of an active, student-centered learning process. Assisted by teachers, learners select and transform information, construct hypotheses, and make decisions.…

Explores current school board policies for guidance and counseling content and examines whether these policies reflect the shift from position to program. Argues that many current board of education policies in place today fragment and marginalize guidance and counseling in the schools because of their emphasis on a position rather than the…

Examines the potential for evidence-informed policy and practice (EIPP) in relation to educational leadership. Considers definitions, models, and factors promoting and inhibiting development of EIPP as a professional norm. Discusses two collaborative efforts to organize the validation stage of the EIPP cycle. (Contains 60 references.) (MLH)

School-effectiveness research (SER) has an instrumental orientation. Although critics claim otherwise, SER researchers usually consider students'"innate" background characteristics when studying schools. Theory formation, foundational issues, and research viability are being addressed. The field is definitely alive and kicking, despite…

A 3-year qualitative study documented and critiqued a city school system's efforts to enlighten faculty and staff through multicultural professional development. Examples from the study show how the district attempted to introduce a more inclusive schooling approach and extend the virtues of multicultural professional development. (Conatains 31…

This epilogue to a series of articles addressing changes in speech-language pathology practices, discusses the influence of evidence-based approaches to clinical services. A bibliography of readings addressing English and Spanish phonology, spelling, recent regulations and guidelines, and evidence-based research and practices is appended.…

This article synthesizes key findings to facilitate the translation of research into classroom practice and provides guidelines for how effective instructional practices might be implemented, supported, and sustained in schools. Excerpts from a case study are presented to show how research-based instructional approaches translate into classroom…

Examines work of two communication and media studies scholars, Joshua Meyrowitz and James Carey. Suggests their studies represent media ecology with analyses of the dynamic interaction between communication, consciousness, and culture. Highlights how their work embodies a North American cultural studies approach to media studies (moving away from…

Although schools are increasingly adopting site-based management (SBM), little uniformity exists among districts. SBM is suffering from growing pains and "shop-floor realities." Principals and teachers are managing schools through trial-and-error. Many principals are paranoid about their changing roles, and teachers are struggling with budgeting…

Describes how a comparative study of street children in Montevideo (Uruguay), Rio de Janeiro, and Mexico City contributes to a synergism between theory and method. Notes how theoretical approaches of symbolic interactionism, genetic structuralism, and habitus theory complement interview, participant observation, and content analysis methods;…

Explores experiences of a school board member, himself an educational researcher, that relate to the relationship between social science research and educational policymaking. Why decision makers are skeptical about the value of research in formulating policy is considered, and thoughts are presented on the future of educational research. (SLD)