Develops and defends a notion of trust in higher learning, and examines the pedagogical challenges of its pursuit. Asserts that the experience of trust between teachers and students is a necessary foundation for a critical, dialogical learning environment, yet it is a pursuit and sensation that can be imperiled by the demands and restrictions…

Examines a number of language-related discourses about students'"problems" engaging higher education at a historically black South African university. These dominant discourses are then linked to Street's "autonomous" model of literacy and Rampton's "autonomous" model of applied linguistics in order to interrogate their ideological biases.…

Discusses a project which explored more appropriate technological options for distance education with Maori than printed study guides and the Internet. Describes the theoretical base that underpins the project; develops a model for working cross-culturally in distance education; and provides a rationale for the use of an "intermediate" video…

Investigated the study experiences of a group of Scottish 17- and 18-year-olds from the beginning of their 3-month university access course to the end of their first semester at university. Themes from the data included: moving away from feelings of injustice and alienation; moving toward better study strategies, and support, relationships; and…

Presents various instructional techniques and examples of dances teachers can use to accommodate and integrate students with ambulatory disabilities, reviewing basic inclusion principles as they relate to dance and providing a suggested progression for teaching dance when including children with ambulatory disabilities. The article illustrates…

Examined the relationship between Latino paraeducators and the teachers with whom they worked within two elementary schools with predominantly low-income, Hispanic students. Observation and interview data indicated that paraprofessionals engaged almost entirely in low level activities and had access to only a narrow set of the practices in which…

Explored efforts, within an action research study of a 3- year Inservice Education and Training (INSET) program, to implement reflective approaches in training unqualified and underqualified elementary teachers in Namibia. Results found that western approaches to teacher reflection could not be used productively with Namibian teachers unless there…

Examined how South African teachers enrolled in an inservice program had adopted learner-centered practices, introducing the notions of forms and substance in learner- centered teaching and describing how they were developed in the program. Data from classroom observations and interviews indicated that such teacher characteristics as prior…

Examined the experiences of preservice teachers in an urban school and community-based early field experience (integrated with foundations of education and general methods courses). Data from observations, interviews, reflective writings, and focus groups highlighted five categories of student experience: deepening multicultural, eye-opening and…

Describes one teacher educator's self-study, describing two strategies she uses in her classes for preservice elementary teachers, presenting her rationale for these activities, and considering possibilities for improvement. She describes a parallel practices approach that involves using strategies in her teaching that she intends her students to…

Investigated how Israeli and Dutch teacher educators conceptualized self-regulated learning (SRL) and what they meant by actively utilizing SRL approaches, both in their own professional development and as a way to involve students in SRL. Teacher interviews indicated that although the two groups differed somewhat in their views of their own…

Analyzed elementary teachers' discussions in an inquiry group focused on the teaching of mathematics, comparing teachers' responses to four types of activities designed to create dilemmas which might prompt their reconsideration of instructional beliefs and practices. Samples of teacher talk related to each activity are presented. Only one…

Analyzes the benefits of specific teacher efficacy doubts for educational reforms, especially progressive, meaning-centered reforms. Teachers' efficacy doubts may support reform in many ways, particularly by supporting teacher learning. This challenges the common assumption that teachers' efficacy doubts are inherently problematic for reforms.…

Examines the strength of teaching archetypes, highlighting accounts from Jewish day school teachers about their lives and work to investigate the strength of traditional conceptions of teaching. Results illustrate how a teacher draws on a strong tradition of Jewish teaching even as she transforms her enactment of that tradition to accommodate new…

Investigated three experienced elementary teachers' practices and beliefs when implementing design and technology education for the first time. Teachers lacked knowledge about the new curriculum. They did not capitalize upon opportunities for scaffolding students' learning within the open-ended activities they implemented. Prior conceptions of…