Discusses current educational trends and relates them to preservice art education. Reviews research in art education and dance education and makes suggestions on qualifications and certification for dance educators. Provides 10 recommendations for dance education and the preparation of dance education teachers. (CFR)

The Talk to a Literacy Learner program seeks to strengthen parents' role in schools by offering advice on reading-writing interaction, developing community resource people, raising community expectations of literacy and education, and serving as a catalyst for community-based literacy initiatives. (SK)

A method to increase use of modals by knowledge workers moves from workers' existing knowledge into four stages: (1) illustrating ambiguous things; (2) talking about doubt and certainty; (3) applying modals to models; and (4) reaching consensus about solutions. (SK)

Staff working with adult literacy clients take a six-step exploration of power: (1) defining power as degree of choice available; (2) identifying factors enabling choice; (3) examining schools' role in reproducing social relations; (4) comparing social status; (5) depicting participants' place on the power differential continuum; and (6)…

Describes an interactive method of teaching reading that can be adapted to students' needs, skills, experience, and culture. Shows how the method develops phonological awareness and builds on skills adults already have, such as manual dexterity, visual analysis, and observation. (SK)

The rationale for publishing adult literacy learners' work can involve disrupting existing power relations and giving voice to the marginalized. How work is published can also be an opportunity to alter the balance of power; for example, by having learners be the publishers, editors, and so on. (SK)

In a series of workshops, a women's writing group published books with sophisticated design and graphics aimed at an audience beyond the group itself. The value was not in publishing per se, but in learning, confidence, achievement of educational objectives, and relationships generated with the wider community. (SK)

As part of a workplace skills program, meat processing employees wrote and produced a company newsletter that became a catalyst for change in the workplace. The project illustrates how instruction can turn into a meaningful opportunity for critical action. (SK)

Collaborative learning proved to be a key strategy in overcoming fear of math and developing adult numeracy skills. Working in groups enabled sharing, discovery, and reflection on the learning process in a confidence-building atmosphere. (SK)

Outlines three approaches to numeracy instruction: (1) traditional positivism, the transfer of knowledge from teacher to student; (2) constructivism, in which learning is contextual and culturally meaningful; and (3) critical constructivism, which enables students to reflect on learning and its social context. (SK)

Open-ended tasks for developing numeracy skills reflect the fact that real-life math problems are seldom closed or have a single right answer. The "giving a party" problem shows how different math concepts and problem-solving skills can be brought out in open-ended tasks. (SK)

A workplace literacy project involved complex math and science concepts and applications integral to foundry operations. It demonstrates that, despite lack of formal schooling or English proficiency, workers can learn complex concepts through practical experience and reflection, using their knowledge and skills with contextual cues. (SK)

A process social skills training approach was implemented and evaluated with two high school students having mild intellectual disabilities and social skills deficits. The intervention package was successful in promoting generalization of targeted social skills from the training setting to the classroom for both students. Participants had…

This multivariate study investigated nonverbal pragmatics in 96 students with and without mental retardation at 3 developmental levels. Data revealed an unexpected degree of commonality in the use of pragmatics, with differences related sometimes to the frequency and other times to the inappropriateness of nonverbal communicative functions.…

This study aimed to increase the independent engagement of integrated elementary students with disabilities, by decreasing prompts from aides and using pictorial activity schedules to diminish dependence on adult support. A nonconcurrent multiple-baseline design, replicated across three aide-child pairs, revealed that the intervention resulted in…