Review of gender messages in education foundation textbooks evaluated explicit content and implicit messages. Most of the texts covertly subscribed to the notion of a dichotomous nature of gender roles, proclaiming a cultural consensus on how educators should treat persons fitting the roles and disregarding action toward gender equity. (SM)

This article describes the development of the learning disability (LD) movement from 1800 to the present. It examines the ideas that contributed to the theoretical basis preceding the formation of the LD movement, legislation and events that established LD as a specific area of study and contributed to its growth, and a glimpse into the future.…

Discusses two diverse theories on teacher education (viewing learning to teach as an invariant sequence of stages in the accumulation of domain-specific knowledge or as a three-part rite of passage staged by the teaching profession to reproduce itself). The article describes a study of one program from these perspectives. (SM)

Criticizes new mathematics teaching standards advocated by the National Council of Teachers of Mathematics. Changes in emphasis are requested in mathematics teacher education; prospective teachers must examine the antecedents of formalism, its compatibility with proposed learning theories, its manner of occurring in instructional practice; and the…

Reviews Tozer's position paper on the social foundations of education (SFE), examining how accepting the qualifier "social" could affect the discipline. The paper discusses SFE's journey toward self-definition, clarification of SFE's multiple meanings, SFE's distinctive contribution to teacher education, and proposed content and process…

Discusses narratives of the subaltern, their intersection with academic discourse, and their significance for minority scholars and educators. Draws on background related to U.S. invasion of Mexican territory, Proposition 187, and the author's familial and professional experiences as a Mexican American to demonstrate the importance of locating…

Characterizes the reasons for creating institutions of higher education during the formative years of the Dutch Republic focusing on the two different phases in which the development of universities occurred. Expounds that beginning in 1574 during the first phase four universities developed, while universities developed rapidly in the second phase…

Examines the development of the history of education as a field of study in England from 1972-96. Assesses the production of published research and teaching in several contexts: institutional change within higher education, intellectual fashion, distinctive traditions within academic departments of history and education, overseas influences, and…

Hypothesizes that the purpose of the history of education, as a core element in the rite of passage to teaching in Alberta from the 1890s to the 1950s, was to provide beginning teachers with a set of professional values and standards and to relate theoretical principles to educational practice. (KS)

Focuses on constructivism and its implications for curriculum theory and practice. Warns against relying on theory, stating that no single theory can provide an adequate foundation for educational practice. States that the constructivist and situated learning movement offers a challenge for curriculum theory, practice, and research. (CMK)

States that, in Israel, different group perspectives, cultural values, and codes of behavior make various forms of cultural and conceptual (if not physical) violence inevitable. Argues that postmodern education should enhance the differences between perspectives, and develop a new set of sensitivities to highlight the consequences of different…

Reviews Constructivism and the sources of its influence over Israeli educational discourse. Describes examples of Constructivist projects, several Constructivist schools, a summary of obstacles to implementation of such projects, and two basic flaws in the Constructivist view. Introduces a post-constructivist autonomy-oriented educational…

Argues that schooling in Israel is identified with ideology, resulting in an indoctrinary orientation that contributes to divisiveness and imperils Israeli democracy. Presents an alternative vision of education as an agent of good rather than ideology, grounding that vision in democratic Jewish theology emphasizing God as teacher rather than…

Discusses the contributions of women educators to the development of geography as a discipline, focusing on seven women: (1) Susanna Rowson; (2) Emma Hart Willard; (3) Sarah Sophia Cornell; (4) Ellen Churchill Semple; (5) Zonia Baber; (6) Erna Grassmuck Gilland; and (7) Esther Sanfrieda Anderson. (CMK)

Concerns about the "Americanization" of Canadian schools have been raised frequently throughout the history of Canadian education. Fear of American influence was behind the requirement in the 1816 Common School Act in Upper Canada that all teachers take an oath of allegiance to the Crown. It was the reason for the strong promotion of the…