Education & Pedagogy

In attempting to define professional development schools (PDSs), this paper describes the origins of PDSs, which grew out of recognition by research universities that prospective teachers needed professional sites where they could be introduced to models of excellence in all facets of public education. The paper examines what good PDSs should include. (SM)

In discussing the incorporation of constructivist instructional philosophies in education, this article examines the complicated shape-shifting that occurs across many constructivist ideas, demystifying constructivism by locating its identity or substance, synthesizing tenets that might bring identity to constructivism, and analyzing and evaluating the soundness of constructivism as a framework for teacher education. (SM)

Reexamines Callahan's book, "Education and the Cult of Efficiency" (1962), and his vulnerability thesis regarding school superintendents, discussing recommendations it made and highlighting public education in the 1990s. Callahan's recommendations were well-received but not well-heeded, and the vulnerability thesis did not provide the stimulus for change that Callahan intended, but became an excuse to help powerful educational administrators survive. (SM)

Describes the development of a program fostering prospective and practicing elementary school teachers' research on their science-teaching practices, discussing the science-education community's recognition of the importance of teacher research, examining beliefs underlying development of the program, describing the program's setting, summarizing several of its components, and reflecting on one participant's experiences. (SM)

Explores the characteristics of education in the future and corresponding changes required of education in Hong Kong. Discusses the concept of School-University Partnership and its role in improving educational quality in schools. Introduces experiences of School-University Partnerships organized by the Faculty of Education at the Chinese University of Hong Kong. (DSK)

One collaborative aspect of Project CARES is described from the perspectives of three university partnership team members. Factors contributing to the success of the experience and obstacles that challenged the collaborative process are explored. Implications for establishing and promoting collaboration between social work and education are discussed. (Author/EMK)

Strengthening relationships between public schools and higher education through school/university partnerships is one strategy to improve education. This paper describes Auburn University's work with Professional Development Schools, focusing on how they formed the learning coalition, initiated the process of collaboration, and created structural and procedural foundations. Problem areas, major benefits, and guidelines for coalition building are noted. (SM)

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 performance. (DSK)

Presents an analysis of seven studies on field-based Canadian teacher-education programs. Describes conflicting views held by multiple participants and their differing perceptions of course work, field experiences, and beliefs about personal professional competence. Underscores the importance of several factors for creating a strong field-based education program. (DSK)

Reviews some basic tenets for educational practice and considers current trends and possible future directions for higher education. Examines the Western Governor's University, a consortium of private and state-supported institutions, along with issues raised by the emergence of business-oriented university systems. Considers design and instructional issues for developing virtual education. (Author/AEF)

Highlights instructional implications associated with teaching diverse groups of learners; describes some promising educational practices for meeting the instructional needs of such students; and explores how those within departments, schools, and colleges of education might go about better preparing their future teachers for accommodating such learning differences. (Author/CR)

Describes an experience-based teacher-education program at Queen's University (Ontario), including the program's theoretical background and its emphasis on inclusion of special-needs children. Two case studies prepared by teachers from their 14-week practicum experiences are presented. (DB)

A new professionalism for teachers will only be possible when the following constituencies collaborate for educational change: (1) teachers; (2) education school deans and faculties; (3) chairs and members of university arts and sciences departments; (4) local school administrators and committee members; (5) state departments of education; and (6) members of state and university governing boards. (SLD)

A teacher of student teachers at Lulea University of Technology in Sweden uses fantasy and story telling to integrate mathematical thinking and problem solving into adventure-education programs for elementary students in nearby forests. Maps, magic places, rituals, mysterious signs, audiovisual aids, actors, and darkness restore a sense of magic to the forest and motivate students. (TD)

Discusses factors identified by graduate students in elementary education as impairing their mathematics learning or contributing to a negative attitude toward mathematics. Presents key questions to provide insight into a math instructor's focus on teaching style. Provides an example of mathematics instruction in a meaningful context, and tips for teaching math effectively. (KB)