Explores stereotypes of scientists and the effectiveness of a national curriculum at altering these ideas among primary children. Results confirm the prevalence of a gender-biased stereotype and an unrealistic view of students' work. Contains 20 references. (DDR)

Examines the concept of national standards, outcome statements, and other terms of competency for visual arts education. Argues that they are representational concepts that require interpretation by teachers and, as such, run counter to educational goals of establishing an unambiguous link between subject matter and guaranteed levels of student…

A seventh-grade teacher compared three current delivery systems associated with learning style and multiple intelligences: Beatrice McCarthy's "4MAT," Kathleen Butler's "The Learner's Dimension," and Carolyn Mamchur's "Cognitive Type Theory and Learning Style." All have distinct advantages and disadvantages. Gardner's…

Describes the research process engaged in by a group of teacher researchers as they examined students' historical and multicultural understanding. Explores the complex and messy nature of the relationship of teaching and researching. Describes how research questions and methodology were developed. Discusses development of categories to examine how…

Traces the evolution of ethical norms, principles, and standards in social work during four stages in the profession's history: (1) morality period, (2) values period, (3) ethical theory and decision-making period, and (4) ethical standards and risk-management period. Recent developments in the profession include complex conceptual frameworks and…

Discusses 100-year-old debate about the primary function of the social work profession: to seek social reform or to provide individual treatment. Uses debate format to argue that these need not be mutually exclusive and divisive, and that they are increasingly evident in social work education and practice. (Author/JDM)

Examines developments in early language intervention within a framework of general early special education and early intervention. Reviews models of language and communication intervention in terms of efficacy, parent/child interaction research, and parallels with early-intervention models. Offers guidelines based on the literature concerning…

Describes the Revans Centre for Action Learning and Research based at the University of Salford (United Kingdom). Topics include collaborations between practitioners and academics, organizational and professional development, change and human learning processes, interdisciplinary teamwork, action learning interfacing with research; and degrees…

A preservice-teacher educator discusses the importance of teachers becoming designers of classroom research and generators of learning theory, and describes her own development as a teacher-researcher. Stages of teacher research are outlined, including posing questions, developing a research plan, collecting and analyzing data, and sharing and…

Three years after seven teachers had participated in an intensive year-long professional development experience in three multilevel reading practices (partner reading, collaborative strategic reading, and making words), all but one teacher sustained one or more of the practices at a high rate, as determined by classroom observation and interviews.…

Presents a study that followed a group of 12 individuals over a three-year period as they first participated in a preservice teacher education program leading to K-8 teacher certification and a Masters in Teaching, and for the first two years of their teaching careers. Finds that teachers' funds of knowledge interact in complex ways to affect…

Describes effort to restructure instructional design for a kindergarten class to reflect principles of Reggio Emilia approach by listening to children and following their expressed interest to launch class project. Discusses capturing activities and student thinking using photography and tape recording. Notes the value of documentation to parents,…

An elementary education professor working in an urban professional development school in New Jersey explains how she helps student teachers apply learned concepts to school settings. PDSs provide ongoing exposure to practices and insights of educators experienced with working with children from diverse populations. The New Jersey PDS breaks down…

This paper describes some of the procedures most frequently used in research on staff training and reviews the research in relation to outcomes for clients with developmental disabilities as a function of staff training, maintenance of staff skills, and transfer of staff skills across settings, clients, and programs. Issues in behavioral…

Addresses three relationships between research and practice in speech-language pathology: (1) shared-interest communication; (2) research-driven communication; and (3) practice-driven communication. Recommendations for developing effective communication are offered. (Author/DB)