Argues for a reconceptualization of teaching expertise based on psychological similarities of expert teachers to one another. The authors offer a prototype-based categorization model, drawn from psychological research, on which the family resemblance among expert teachers may be founded. The authors discuss several implications of the prototype…

Discusses the increase in international representation in the American Educational Research Association, and examines the development of foreign scholarship and the openness of the Association to foreign scholarship. The author examines citation usage rates that show an American tendency to overlook quality foreign work and explains why language…

Responds to critical commentary about the authors' article, "The Great Speckled Bird" (1993), which addressed educational policymaking within a social context characterized by multicultural backlash. The authors point to their critics' attempts to deflect from the article's main focus, how these educational policies came to be, by arguing the…

Argues the good and the bad aspects of constructivism as revealed through the literature, and describes the framework of the three different dimensions constructivist writers fall into. The author also discusses the degree to which each dimension harbors various sociopolitical versus educational concerns. (GR)

Argues that there are two misunderstandings of John Dewey's pedagogical and philosophical views: the erroneous assumption that Dewey favored an activity-oriented, child-centered approach to learning; and Dewey's view on the role of experience in knowledge acquisition. The article focuses on the practical and theoretical consequences that follow…

Discusses Paul Cobb's distinction in learning research between psychological constructivism, the emergent perspective, and sociocultural theory, and examines his argument that it is reasonable to talk about knowing from each of these viewpoints. The author offers a refinement of Cobb's pragmatic approach in accounting for learning. (GR)

Comments on Erick Smith's proposed knowing/knowledge distinction, and clarifies a possible ambiguity in the present author's use of the term "constructivism." The article distinguishes between Piagetian-based psychological constructivism as outlined by Smith and the author's version of constructivism. (GR)

Comments on Erick Smith's article that states the authors do not use a consistent meaning for the term "knowledge" when discussing learning theory. The authors use the Vygotskian account of the movement from the interpsychological to the intrapsychological plane through the process of internalization and reinvention to explain their distinction…

Presents an interview with Emerson J. Elliott, Commissioner of Education Statistics, on the subject of leadership, government service, and the relationship between research and statistics. Some principles of leadership that are distinctive to the federal bureaucracy are addressed. (GR)

Includes "Perspective on Rural Education" (Miller); "You Want Them to Learn What?" (Jones); "Rural Education" (Baker, Burns); "Metnet" (Frick); "Rural Education and Training in Egypt" (Swan, Aly); "Mentors, Youth at Risk, and Rural Education Programs" (Wingenbach); "Designing Effective Adult Education Programs: Needs and Objectives" and "Design,…

Draws on interviews with 40 women as well as radical education and feminist analysis to urge adult educators to challenge the authoritative knowledge called science in order to open it to more democratic ways of knowledge making. (SK)

A life history approach can give better understanding of adult motivation to participate in education than quantitative surveys can. Interviews with 30 adults entering higher education illustrate the technique but also raise methodological questions about this form of research. (SK)

Using a group method in a creative writing course, the facilitator ("consultant") learned about group process, writers and the writing process, and the appropriateness of the method in educational settings. (SK)

Examines relations between educational practice and learner experience/knowledge, including positivism, empiricism, identity politics, and dialog. Suggests that pedagogy that fails to examine the discursive production of experience is conservative. (SK)

A survey of enrolled students and withdrawers from a certificate program at the University of Exeter showed that this type of provision is meeting the needs of adults who have not previously benefited from higher education. (SK)