The Educational Forum

Published by Taylor & Francis (Routledge)
Print ISSN: 0013-1725
Examines ideas about heredity, racism, and the development of the eugenics movement, which influenced curriculum thinkers in the period of the "naturalistic mind" and progressivism; the eugenics movement's influence upon education for the gifted; and continuing similar attitudes as to the limited effect of environment on individuals compared to heredity. (MF)
[examines] the reading behavior of braille readers, and the perceptual processes and strategies that can be inferred from their behavior reading behavior / active vs. passive touch / letters as perceptual units / braille-reading strategies (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Data from 59 African American children from low income families demonstrated that self-esteem was not a significant predictor of academic achievement, overall adaptive behavior, or maladaptive behavior. As males' self-esteem scores increased, adaptive functioning decreased; females' self-esteem and adaptive functioning both increased. Self-esteem and maladaptive behavior both increased for males, but female maladaptive behavior decreased with higher self-esteem. (SK)
The concept of opposing entities and difference is deeply ingrained in society. To overcome it requires awareness of complementarity and synergy. Celebrating diversity is not about tolerance; it necessitates dynamic recognition of synergistic relationships. (SK)
The nature and effectiveness of professional-development activities should be judged in a way that takes account of both the achievement of intended outcomes and the unintended consequences that may result. Our research project set out to create a robust approach that school staff members could use to assess the impact of professional-development programs on leadership and management practice without being constrained in this judgment by the stated aims of the program. In the process, we identified a number of factors and requirements relevant to a wider audience than that concerned with the development of leadership and management in England. Such an assessment has to rest upon a clear understanding of educational leadership,a clearly articulated model of practice, and a clear model of potential forms of impact. Such foundations, suitably adapted to the subject being addressed, are appropriate for assessing all teacher professional development.
Educational leaders in the United States are faced with a society seeking instantaneous perfection, immediate and perfect solutions. In education, this leads to a demand for push-button administration and an abandonment of trust in educators' judgment. As exemplified by the No Child Left Behind Act (2002)12. No Child Left Behind Act. 2002. “Public Law 107–110”. Washington, DC: U.S. Congress. View all references, the search for quick fixes results in simplistic, technocratic, and prescriptive solutions that deskill teachers and educational leaders. The antidote to instantaneous perfection and push-button administration is courageous leadership that keeps leaders focused on their educational vision.
This report focuses on teacher characteristics that enable teachers to work effectively with students with behavior disorders. A study was conducted that asked 60 British teachers, all of whom had some designated responsibilities for students with behavior problems, to identify a set of personal and professional characteristics which were most likely to equip teachers to work successfully with students with emotional and behavior disorders. In addition, the teachers were asked to rank their selection according to importance or significance. Findings indicate teachers found it very difficult to separate the professional characteristics of doing their job from those of a more personal nature. Communication skills, besides being the most frequently mentioned professional characteristic, were also prioritized as the most important. Skills with individual students were prioritized first by 14 percent of the teachers, while classroom management was identified by 11 percent. The use of humor was identified as the most important personal attribute, both in terms of frequency and its position as the top-priority characteristic. Patience also out-scored the most frequently mentioned professional characteristics and was ranked top by 24 percent of the teachers, while calmness and empathy also scored highly. (Contains 26 references.) (CR)
Of 506 teachers and administrators surveyed, 53% (change-ready group) did not think science curriculum addressed important knowledge, skills, and abilities, compared with 23.5% identified as change resisters. Strong opinions about what content to teach, and how, indicated a need to find common ground and maintain open dialog to effect change. (SK)
Offers a comparative framework for school organizations which illustrates tacit differences in teacher role expectations inherent in unique types of organizations. Expresses the central idea that the effective classroom teacher's role is operationally defined by the organizational system in which the teacher functions. (CSS)
The authors examine the potential and the limitations of alternative schools for disruptive students by discussing positive features, such as small student-teacher ratio and enhancement of self-concept, and negative aspects, such as the tendency toward racial isolation and possible use as a tool for social control. (SK)
Thesis (M.A.)--Southern Methodist University, 1946. Bibliography: numb. l. 67-69.
Hilliard, a professor and expert on African culture, speaks about the racial and cultural bias of standardized tests, multiculturalism, the concept of race, Afrocentric teaching, Ebonics, recruiting and retaining African-American teachers, and the future classroom. (SK)
Education's "new paradigm" emphasizes the meaning behind learning. It necessitates authentic assessment--examining students' basic skills, control of information, higher level understanding, personal characteristics, and habits of mind. (SK)
Describes how authentic assessment instruments and qualitative methods in foundations of education courses helped preservice teachers understand the relationship between theory and practice. Reports students' positive experiences of real-world situations, collaboration, and retention of knowledge. (SK)
Typescript. Thesis (Ph. D.)--University of Wisconsin, 1965. Vita. Includes bibliography.
Models of educational administration are examined to trace the teacher's sphere of professional autonomy. Models include the pre-industrial model, the industrial model, the welfare-statist model, and the collective bargaining model. The author gives her prognosis for the future of teacher autonomy. (CT)
Education is an agent of change, but its movement is often reactive and imperceptible. It is a life process, but school math has limited use in daily life. Though individuals differ, age is the most commonly used placement and grouping factor. Changes in teacher competence, role, and dispositions can empower teachers and students in math. (SK)
If we wish to foster constructive learning and growth for all of our students, we need to plan educational programs that will empower children, and educational programs that will help them understand and respect the cultural diversity that is an integral part of life in our nation and world today. (Author)
Suggests that findings of brain research have been adopted uncritically by educators; points out misconceptions about such studies. Cautions educators to ensure that practices are based on well-designed and validated studies. (Contains 16 references.) (SK)
The reasons motivating highly educated professionals to leave their native countries for the United States are discussed. (CK)
Advances the proposition that the emphasis on social science data in school desegregation litigation is misplaced; that the supporting basis for "Brown v. Board Of Education" was the equal protection clause; and that the use of social science in future school litigation should focus on how to improve desegregated educational programs rather than how to devise alternative remedies. (Author/RK)
This study examined the work of a principal of a Midwestern urban elementary school who used instructional supervision as a means of developing a learning community for adults. Implementing a variety of approaches adapted to the culture of the school, the principal crafted a process to meet the learning needs of 125 teachers and created an environment conducive to staff development. Also examined are other complementary practices in relation to the interconnected nature of supervision and staff development. A case-study approach (Merriam 1998) was used to generate detailed descriptions of how the principal used supervision as a "glue" to promote the development of a learning community. Data were collected during a two-year period through multiple methods: on-site observations, interviews with teachers and administrators, and artifact collection and analysis. This case study is offered as a means to further the research on the principal's role in building and nurturing a learning community.
Teachers can create greater opportunities for parental involvement by opening communication through phone calls, letters, and home visits. Parent involvement is about building trust and inviting parents to be partners in their children's education. (SK)
A survey of 117 California educators found that 90% believe there is a reading crisis; they identified multiple factors: teaching methods, lack of parental support, and high numbers of English-as-second-language learners; 60% felt they were inadequately prepared to teach reading. Those who rated their ability excellent or good believed in combining phonics and whole-language approaches. (SK)
Uses National Council for the Accreditation of Teacher Education standards for professional development schools to assess the School-University Partnership for Excellence on five dimensions: learning community; collaboration; accountability and quality assurance; organization, roles, and structure; and equity. (SK)
One study of corporate culture and another of the Network of Restructuring Schools identified factors related to innovations: (1) they vary in quality and uniqueness; (2) they are hampered by conflicting expectations, traditions, and inertia; and (3) they can be nurtured by school culture. (SK)
Distinguishes between character/morals and ethics/professionalism. Describes techniques for teaching professional ethics to prospective teachers, including a systematic reflective case-debriefing method. (SK)
Children of divorced parents are entitled to have their mental, cultural, and physical well-being protected. The wishes of the children in this regard superseded the desires of the parents. (CK)
The teacher's role in promoting student creativity is that of risk-taker and facilitator. As a risk-taker, the teacher is a fellow learner in the search for knowledge. As a facilitator, the teacher provides the opportunity and the environment within which creative thinking flourishes. (SK)
As the proportion of older students grows, it will become crucial to develop methods of instruction acknowledging and creatively unifying the varieties of experience to be found in such diverse groups. (JOW)
Considers the relationship of judicial decision in school segregation cases with that of social science research. (RK)
Discusses a study of the efficacy of mainstreaming. The goal of the study was to see what actually went on in schools, how people thought about mainstreaming, what they did about it, and how teachers, administrators, and students experienced it. (JOW)
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Case studies of five successful rural Australian school-community partnerships in vocational education illustrated stages of the leadership process (trigger, initiation, development, reflection, sustainability) and different roles needed at each stage. School and community sources of leadership and benefits of shared leadership were identified. (Contains 30 references.) (SK)
A survey of 94 teachers who served as cooperating teachers or mentored beginning teachers indicated that, despite few extrinsic rewards, they were motivated to undertake these roles; many had no formal preparation for them. Without clear expectations and high-quality training, their ability to enhance student and beginning teachers' practice may be limited. (Contains 13 references.) (SK)
Looks at the ways in which health professions test for competence and improve training and testing programs. Discusses the controversy concerning medical licensing, criterion-referenced exams for nurses, and continuing education evaluations. Finally, testing in the teaching professions is examined, including competency-based and continuing teacher education. (CT)
Offers reasons for offering comprehensive sexuality education in public elementary and secondary schools. Articulates an underlying philosophy of democratic ideals that is a necessary precondition for comprehensive sexuality education. (SK)
Computers have the potential to link home and school, increase family involvement in education, and change the teacher-dominated classroom model. Possible impediments to home use of computers are cost, software quality, gender bias, and family background. (SK)
Conflict resolution training teaches students to manage interpersonal conflict more constructively. This approach to safe schools has benefits but needs more research to demonstrate effectiveness. Alberta's Safe and Caring Schools project is a replicable example. (Contains 25 references.) (SK)
A university-school model science lab helps middle school teachers learn to use constructivism in the classroom by supporting their own knowledge construction. Elements of the educational environment are motive, time, reflection, community, and practice. Effective components for knowledge construction include authentic need, mistakes, cooperation, assessment, and modeling. (SK)
The procedural versus constructivist debate mirrors the Sophist/Socratic divide of the fifth century B.C. The primary malaise of education today is use of the passive proceduralist approach. Focus on the why rather than the what opens the door to critical thinking and substantive intellectual change. (SK)
The author reviews classroom atmospheres that are commonly found in American schools and examines implications for instruction of minority students. Topics covered include (1) teacher expectations, (2) feminization of the classroom, (3) the cooperative context, (4) attribution of success and failure, (5) caring of the teacher, and (6) democracy of the environment. (CH)
The authors describe the Japanese public education system, focusing on (1) teachers' roles, (2) parental involvement, (3) cooperative spirit among students, and (4) childrearing practices. Implications for education in the United States are presented. (CH)
Voluntary national standards will not correct the gross inequities in the educational experiences of poor children and do not address the question of "Whose knowledge is of most worth?" Content standards enable schools and policymakers to avoid addressing the substantive causes of student failure. (SK)
The author establishes an operational concept of the culture of teaching. He argues that educational research overrates the importance of specific behaviors by ignoring the patterns and origins of the rules governing the culture. A model is presented to account for the evolution of the teaching culture. (CH)
A good deal of the literature on curriculum and teaching utilizes notions taken from psychoanalysis but the borrowing tends to be unsystematic and often unselfconscious. This article explores the contributions that psychoanalytic theory and practice might make to curriculum development. (Editor)
Top-cited authors
James P. Spillane
  • Northwestern University
Henry Armand Giroux
  • McMaster University
Michael Fullan
  • University of Toronto
Robert duane Strom
  • Arizona State University
Paris S Strom
  • Auburn University