Textbooks play a central role in Taiwanese education. In the wake of the political reform and social protest movements of the 1970s and 1980s that led to Taiwanese educational reform, critics assert that traditional textbooks reinforce the dominant national Chinese cultural identity without considering the specific perspectives and voices of…

Presents a model that represents the teacher's activities as consequences of educational policies and of the teacher's own reflections, and at the same time represents the pupil's achievement as the consequence of his activity and experience. (Author/IRT)

Explicates the Harnischfeger-Wiley model and points out its properties, underlying assumptions, and location in the literature on achievement. It also describes and critiques an empirical test by Harnischfeger and Wiley of their model. (Author/IRT)

This article picks up the debate on the requirements of materials criticism and provides an extensive critique of the Philosophy for Children program, contributing both a description of the program material and a basis for further discussion and exchange on the issue of materials criticism. (Author/MLF)

Some ideas about how available pieces of reading theory, research, and instruction fit together. (Author)

Responding to an article in the previous issue by Calfee and Drum, raises and discusses the basic question of the definition of literacy. (Author/MLF)

Provides a perspective of the literature reviewed by Calfee and Drum by discussing the reasons why and the conditions under which researchers and practitioners must better inform each other about their respective work. (Author)

A review of the article by Robert Calfee and Priscilla Drum, "Learning to Read: Theory, Research, and Practice," in issue three of the eighth volume of this journal, discusses ideas that have particular value for the classroom teacher and the reading specialist. (Author/MLF)

A response to the review by Robert Calfee and Priscilla Drum, in issue three of the eighth volume of this journal, discusses the issue of incorporating research results into practice. (Author/MLF)

This article describes the rationale and procedures of a clinical component in a teacher preservice program at the University of Chicago. (MLF)

Describes a project that trained 27 grade-six students in techniques of observation and communication and then involved them in the evaluation of a student teacher. (Author/MLF)

Critically examines the "English ethnographic tradition's" view that classroom instruction transmits propositional knowledge. Uses observed classroom discourse to argue that instruction in fact produces knowledge, both propositional and "how-to". (MCG)

Outlines a study of two teachers' image of "the classroom as home" illustrating how personal and professional experiences are expressed in their classroom practices. Offers a theoretical concept of "image" as knowledge incorporating theoretical, practical, objective, and subjective experience. (MD)