This description of a teacher-researchers's experiences of surprise in daily practice suggests that moments of surprise are opportunities to develop and sustain reflective teaching practice. The experience of surprise is in itself an embodied reflection that can awaken pedagogical possibilities. (SLD)

A feminist perspective is brought to bear on past and present scholarship on Canadian English-language educational administration. The review and synthesis of selected recent research suggests that women's experiences and feminist thought are, as yet, an "other" perspective. (SLD)

The work of Elizabeth Murray, a prominent educator from Nova Scotia (Canada), demonstrates educational leadership. From her early years as a children's teacher and adult educator to her current community projects in historical and cultural awareness, her efforts exemplify feminist leadership in education. (SLD)

Qualitative and quantitative analyses are reported of the learning processes of 120 Canadian high school students during exchange programs emphasizing multicultural and antiracist education in various Canadian cities. Findings suggest the value of these exchange programs and of locally based policies for multicultural education. (SLD)

Some conceptual, empirical, and political limitations of antiracist education are discussed. It is often viewed as too political and reductive, painting stereotypical pictures of racism. Further criticisms are that it is narrow and that antiracist interventions show negligible, or negative, results. (SLD)

Groundwork is laid for a theory of education, as opposed to "educational theory," pointing out the logical primacy of a theory of education in the context of which theories in education could be developed. A clear and defensible concept of education is required for educational theory and practice. (SLD)

This essay is a critique of educational futures as proposed by educators, members of the business community, and others. Speculations about the future found in most recent literature serve the interests of dominant sectors of Canadian society at the expense of student and general populations. (Author/SLD)

The French language article analyzes 60 research projects undertaken in an urban Quebec school board in order to describe the research which has actually been incorporated into educational policies. The article demonstrates the importance of the way in which research is produced and adopted to the circumstances at hand. (Author/SB)

Discusses historical events influencing the development of the British Columbia assessment program. Examines the program's goals, organization, and impact including a review of specific follow-up actions which have occurred at provincial and school district levels since the program's inception. Examines difficulties in the design and…

A detailed examination of the events surrounding the 1932 Kidd Report in British Columbia indicates what the controversy revealed about education in British Columbia, the role of school during the depression, social class and school relationships in the province, and finally the role of democracy in the episode. (SB)

Discusses the 'back-to-basics' issue, contending that conceptions of educational basics lie within three time frames (ego-time, clock-time, timelessness) and noting that educational decision-makers often defeat their own 'back-to-basics' attempts because they operate almost solely on clock-time due to their specialized training. (SB)

A 5-stage method using an idealized model to identify roles of school system personnel and assess their level of implementation was developed to examine the roles of those school system employees who were or should have been involved in the innovative Curriculum Resources Information Bank (CRIB) project. (SB)

The French language article is the second in a series and describes the principles of classic conditioning which underlie attitude formation and change. The article also notes the many functions of self-concept attitudes in order to guide the choices of intervention in attitude learning. (Author/SB)

After analyzing Vincent Lanier's five characteristic roles of art education, the article briefly explains the pedagogy of Paulo Freire, based on human praxis, and applies it to the existing "oppresive" art education system. The article reduces Lanier's roles to resemble a single Freirean model. (SB)

The article defends the teaching of philosophy at elementary and secondary levels and examines some existing precollege philosophy curricula; special attention is given to the American Institute for the Advancement of Philosophy for Children and a Canadian effort to establish moral education in the schools. (SB)