Increased juvenile violence in schools has led to suggested solutions that are politically expedient but fail to address what makes violence so appealing. Instead of school uniforms, conflict resolution programs, or media rating systems, a grass roots approach of alternative programs, parental involvement, and youth support systems could repair…

Discusses legal aspects of sexual harassment in educational settings: definitions, the central issue of impact on the educational environment, questions about consensual sexual relationships, the concept of welcomeness, rights of the accused, issues of academic freedom, and successful defenses. Overviews relevant legislation, court cases,…

To be mindful of diversity issues, educational research must expand its dimensions, analyze assumptions, include researchers with authentic perspective, rethink the impact of research consumption, and redefine parameters of researchers' work. Also important are the gatekeeping function of refereed journals, multidimensionality of diversity, choice…

Results of studies involving over 10,000 college students, adolescents, and teachers indicate that the models, paradigms, and methods used to teach cognitive skills, enhance cognitive learning, impact affective learning, or otherwise lead to new behaviors are ineffective for learning about sex. Outlines challenges and priorities for educational…

Educational reform now focuses largely on school restructuring, making transformational leadership and cultural change models critical issues for school administrators. Both concepts are inextricably linked to communication. Consequently, leadership for change requires a knowledge base in leadership, organizational theory, and communication…

College faculty are pressured to use technology to improve teaching and achieve institutional goals but resist technology due to lack of time, funds, confidence, support staff, or accessibility. Over 30 concrete suggestions are offered for integrating technology into professional and teaching situations, including getting started, streamlining…

Interviews with and classroom observations of six secondary school teachers of U.S. history examined factors that influenced their approach to teaching history. These influences included teachers' personal beliefs about religion and morality, long-term effects of their college history professors, and teachers' social class and family background.…

Changes in preservice teachers' level of reflective thinking over a three-quarter period were explored by analyzing their journal entries on readings and field experiences. Even without specific reflection training, levels of reflection increased significantly due to simply asking preservice teachers to reflect. However, only one participant…

Interview with three Ohio directors of Reading Recovery, an intervention that accelerates the literacy acquisition of low-achieving first-grade readers. Discusses the dramatic growth of the program since its pilot year, 1984-85; how Reading Recovery differs from traditional remedial reading programs; the program's theoretical underpinnings and…

Reviews the research on nontraditional (adult) college students. Discusses the recent growth of this student population, adult student characteristics and life situations, learning motivation and achievement of adult students, adult students' preferences in the classroom, and principles of andragogy. Contains 61 references. (SV)

The personal and teaching efficacy of 39 teachers in a graduate education course was assessed before and after 36 hours of exposure to a learner-centered model of instruction, in which instructional strategies and activities were matched to participants' knowledge and learning styles. Regression analysis indicates positive intervention effects for…

Argues that education must include nurturing the student's spirit in order to educate the student for a democratic life. Why such an education is difficult to provide, the challenges faced in providing it, and the contributions research has made are discussed. Further discussed is an agenda for research, practice, and policy, and some important…

Clarifies the author's position on constructivism and whether nature determines what is produced as knowledge in human development. The author states his form of constructivism as a theory of rational knowing, not a metaphysics of being, for whatever things we know, we know only insofar as having constructed them as viable entities in our…

Argues against Glasersfeld's (1996) position that individual experience, not metaphysics, dictates that knowing is itself a metaphysical position. It further disputes Glasersfeld's assertion that people are necessarily constructed differently in our minds than objects, but agrees with Glasersfeld that proceeding with the business of education does…

Argues against Richard S. Prawat's (1995) assertion that Dewey did not favor an activity-oriented, child-centered approach to learning. Also, it disagrees with Prawat's belief that meaning, for Dewey, was not just between people, but was also between events and people. Dewey's theories on the importance of language to meanings and the problem of…