Replies to several authors who critiqued an article on scientific culture and educational research, reiterating the original article's core argument that harnessing the epistemological and methodological diversity of the field to advance its common goals is difficult but essential work. Encourages further debate on the issues addressed in the…

Describes how two teacher education service learning programs illustrate alternative interpretations of scholarship, describing a tutoring-mentoring program in a teaching oriented masters institutions and a motor skills development program in a land grant doctoral research institutions relative to how each illustrates forms of scholarship as…

Asserts that the use of culturally sensitive research approaches in research on African Americans can use the cultural knowledge and experiences of researchers and participants in designing, collecting, and interpreting data. Presents a rationale for using culturally sensitive research approaches for African Americans, a theoretical framework for…

Discusses research used to support findings from the U.S. Secretary of Education's report, "Meeting the Highly Qualified Teacher Challenge," and suggests that different conclusions would derive from a well-grounded rendering of the evidence. Examines four propositions (among them, teachers who have completed teacher education programs are…

Describes the University of California San Diego's efforts to increase campus diversity by developing school-university partnerships with local low income, urban K-12 schools. Data from fieldnotes, interviews, documents, videotapes, and student focus groups show that this type of collaboration can increase college-going outcomes for…

Examines the use of art as a tool for advancement by Fisk University's first black president, Charles S. Johnson. Discusses how his art collection and cultural programs were used and their intended effect on students and campus life. Demonstrates how these programs helped build students' sense of identity and expand people's world views. (SM)

Describes the development of Project Transformative Educational Achievement Model (TEAM), an instructional initiative intended to increase the numbers of diverse students at Indiana University who enter teacher education, graduate, and obtain teaching licensure in Indiana. Data from interviews, meta-comment papers, and student transcripts focus on…

Reviews two books: "Beyond Affirmative Action: Reframing the Context of Higher Education" (Robert A. Ibarra) and "Diversity Challenged: Evidence on the Impact of Affirmative Action" (Gary Orfield and Michael Kurlaender). Discusses what is known about affirmative action in higher education, what educators consider affirmative action's appropriate…

Reviews "Globalizing the Community College: Strategies for Change in the Twenty-First Century" (John S. Levin) and "Honored but Invisible: An Inside Look at Teaching in Community Colleges" (W. Norton Grubb and Associates), which examine the historical role of community colleges, pointing out that community colleges no longer act as entry points to…

Examines various factors creating conflicts and misunderstandings among practitioner researchers and Institutional Review Boards (IRBs), describing the meaning of research, ethical difficulties arising from practitioner research, what makes IRBs obstructive, improvements in relations between IRBs and practitioner researchers, and the need to deal…

Discusses Kumashiro's (2001) "posts" perspectives (poststructuralism, postmodernism, and postcolonialism) in furthering an anti-oppressive education in the core disciplines, using a Foucauldian lens to examine Kumashiro's beliefs and providing an alternative means by which to move forward in enacting a "posts" classroom that is an enabling…

Critiques a commentary on an article that examined the "posts" perspectives (poststructuralism, postmodernism, and postcolonialism) in furthering an anti-oppressive education in the core disciplines, exploring three different ways to read the commentary (reading with insistence, reading for resistance, and reading beyond), and suggesting that each…

Comments on "Teachers' Work: Institutional Isomorphism and Cultural Variation in the U.S., Germany and Japan" (LeTendre, Baker, Akiba, Goesling, and Wiseman, 2001), applauding the blend of global culture and national culture perspectives, proposing a more systematic synthesis, discussing what it means to take both transnational parallels and…

Responds to a commentary on "Teachers' Work: Institutional Isomorphism and Cultural Variation in the U.S., Germany and Japan," suggesting that the article raises several useful issues about global versus national cultures, institutionalization, and comparative analysis of teaching in three nations. Clarifies argument and illustrates differences in…

An improved quantitative science would emphasize the use of confidence intervals (CIs), especially CIs for effect sizes. This article reviews definitions and issues related to developing these intervals. CIs for effect sizes are especially valuable because they facilitate meta-analytic thinking and interpretations of intervals via comparison with…