Some ideas about how available pieces of reading theory, research, and instruction fit together. (Author)

For the mathematics experience to be liberating, the curriculum must share how and why mathematical knowledge is developed, with special emphasis on its grounding in belief, intuition and subjectivity, and facilitate our understanding of the world in which we live and create and the beliefs we act upon. (Author)

Examines traditional theoretical assumptions about the pedagogy of writing and critical thinking, and shows that they are linked dialectically. Illustrates how a pedagogy of writing can be used as a learning vehicle to help students learn and think critically about any given social studies subject. (Author/MLF)

Briefly summarizes recent advancements in information processing psychology, particularly work related to the representation of knowledge stored in long-term memory. Illustrates through example the educational possibilities yet to be derived from the study of cognition. (Author/MLF)

Responding to an article in the previous issue by Calfee and Drum, raises and discusses the basic question of the definition of literacy. (Author/MLF)

Provides a perspective of the literature reviewed by Calfee and Drum by discussing the reasons why and the conditions under which researchers and practitioners must better inform each other about their respective work. (Author)