In this article, I try to make pedagogical adaptability a bit less obvious. In particular, I use some post-structural philosophical ideas and some concepts at the intersections of social class and race to re-interpret Dylan Wiliam's conception of formative assessment. I suggest that this interpretation can provide opportunities to resist the urge…

The multidimensional nature of nonverbal communication is discussed in reference to the need for a structuring of activities, experiences, people, and materials to reflect these dimensions. (MJB)

The importance of careful planning and implementation to the success of school desegregation efforts in urban areas, though obvious, is often overlooked. (Author/MJB)

The idea that significant professional knowledge can result from practice and its careful analysis merits reemphasis. (MJB)

The article examines (1) the notion of teacher as developmental educator; (2) the classroom conditions prerequisite to stimulating moral development; (3) the role of teacher as moral educator; and (4) implications for pedagogy suggested by initial research on teaching within a cognitive developmental framework. (MJB)

Major concepts embodied in moral development literature are reviewed. (MJB)

The author examines contributions that nonverbal communications research has made to the understanding of humankind in the cosmic environment and suggests ways in which such research can help the classroom teacher. (MJB)

Kohlberg's theory of moral development is restated in less technical terms, with emphasis on the concepts of: (1) moral judgment, rather than behavior, values, or feelings; (2) "stages," describing consistencies in moral reasoning procedures; and (3) "better" stages, measuring structurally more adequate levels. (MJB)

Nonverbal communication involves not only body language, but also environment, physical space, time systems, discipline, and competition systems--in short, the totality of communicaton excepting the printed word. (MJB)