Discusses the concept of reflective practice developed by Donald Schon in 1983. Presents the questions explored in the five articles contained in this issue. Introduces each article and discusses the topics and recommendations provided by each article. (JS)

Examines the ways in which reflection leads to better decision making and better administration. Discusses the following three sources of knowledge available to administrators who choose to enhance their effectiveness through reflection: (1) theoretical; (2) empirical; and (3) experiential. Examines the integration of knowledge and action through…

Examines how women administrators make decisions in a higher education setting. Studies female administrators' ways of knowing and how these affect their decisions and leadership. The following four bases of knowledge are discussed: (1) received; (2) subjective; (3) procedural; and (4) constructed. Examines the need for reflective practice. (JS)

Illustrates the use of various means for facilitating and sustaining reflection at different levels and preparatory stages of professional practice. The following means are discussed: (1) writing; (2) journals; (3) case records; (4) contrived situations; (5) instrument feedback; (6) electronic feedback; (7) metaphor; (8) platforms; and (9)…

Contains six firsthand reports from a group of professionals who have attempted to combine research and practice by promoting reflection as a way for teachers to direct their own professional development. Discussions include information on the processes of reflection that were engaged in, and the impact of that reflection. (JS)

Discusses the following aspects of child abuse laws and the policies derived from them: (1) vagueness of the laws; (2) implications for school policy and liability; (3) staff training requirements; (4) confidentiality; (5) protection teams; (6) abuse by school staff; (7) corporal punishment as abuse; and (8) prevention programing. (JS)

Discusses the incidence and consequences of child abuse. Examines issues involved in recognizing and reporting child abuse in schools. Covers the following aspects of the role of Child Protective Services: (1) intake and investigation; (2) supervision and treatment of children and families; (3) child placement and foster care services; and (4)…

In order to understand and evaluate the continued prevalence of corporal punishment in school systems, this article reviews the following topics: (1) historical issues; (2) current demographics and correlates; (3) the effectiveness of corporal punishment in school settings; (4) myths; (5) alternatives to corporal punishment; and (6) social policy.…

Discusses the legal, professional, and ethical duties of teachers who suspect the maltreatment or neglect of children. Presents statistical evidence that indicates that teachers are not fulfilling their duties with respect to detecting and reporting suspected abuse. Considers the implications for educational policy as it affects teachers. (JS)

Discusses the role of school principals and school boards in developing policies in the following areas in order to inform faculty members of their duty to report suspected cases of abuse: (1) child-abuse reporting procedures; (2) educational and training programs; and (3) community linkage mechanisms. (JS)

Discusses the role of elementary school staff in child-abuse discovery and reporting in Ontario and Michigan. Explores the impact of the abuse issue on relationships based on principals reports. Discusses interactions between principals and the following participants: (1) social services; (2) school staff; (3) children; and (4) children's…

The smaller the school district, the higher the achievement, when the socioeconomic status and per student expenditure are taken into account. Administrative and parental involvement should be determined by the size of the school district regardless of the socioeconomic level of the community. (BJV)

Describes problems with traditional views of goals and presents considerations for goal setting in the issues-based curriculum. Uses the interdisciplinary approach of science/technology/society (STS) to illustrate how curriculum should be structured to improve students' creativity and process skills. (MW)

Science education cannot be sequestered in the laboratory; it must be an active part of our social milieu. Thus, the agenda of science/technology/society (STS) education must be to examine the interactions of science, technology, and society within a social responsibility framework. (Author)

The education course for non-education majors is a viable reality. It represents a way for professional educators to address public education's ultimate issue--public acceptance of and support for the theories and practices that have been developed in and advocated by schools of education. (Author)