Identifies problems with the portrayals by R. Prawat of the reform effort in post-Revolutionary Russia, the career of Lev Vygotsky, the hypothesized exchange of ideas between Vygotsky and John Dewey, and the theoretical views of Vygotsky. (SLD)

Criticizes the evidence used by M. Gredler and C. Shields in their critique of Prawat's article about John Dewey and Lev Vygotsky and their educational philosophies. Notes specific problems with citations and interpretations. (SLD)

The nine essays of this anthology attempt to apply some ideas of the French philosopher/historian Michel Foucault (1926-84) to past and present school practice. However, to follow Foucault's lead is to risk embracing a state of perpetual uncertainty about the fabrication of knowledge and power. (SLD)

Although these are substantial reasons to question Wilshire's notion of a complete moral collapse of America's research universities, he does call attention to ethical problems. Wilshire supports restoring the task of teaching to undergraduates in a new professional ethic for the professoriate. (SLD)

While traditional literature reviews have functioned to clarify a single field, the interpretive review may contribute to research that challenges the perceptual habits of reviewers and extends the ways in which research questions can be constructed and studied. The interpretive review may bring many disciplines together for a new approach to the…

Suggests that, by looking for commonalities and differences across settings, tasks, working methods, goals, and values, a framework for understanding collaboration can be constructed that preserves the benefits of rich descriptive accounts of collaboration. Emphasizes the importance of multiple definitions and multiple models of collaborative…

Discusses ways in which the dialectic between differing approaches to studying, theorizing, and representing collaboration may illuminate issues related to the nature and scope of scholarly inquiry. Contains 15 references. (Author/SLD)

Seven articles comment on the proposed resolution of the "learning paradox" of how people make meaning and learn from prior learning. The reviewers find much of merit in the proposed reliance on the work of J. Dewey and C. Peirce, but they criticize many aspects of the paper, especially its brief treatment of the learning paradox itself.…

Comments on a study of Comer's School Development Model, indicating that the study, as conducted, was not a study of the model but a limited study of the effects of one application of the model's process. In addition, the evaluation was carried out over only 2 years for each group, when experience shows that at least 3 years are necessary to show…

Reviews the results of a meta analysis (E. Deci, R. Koestner, and R. Ryan, 1999) that shows that tangible extrinsic rewards do have a substantial undermining effect on intrinsic motivation. Discusses results, which support cognitive evaluation theory, in terms of their relevance for educational practice. (SLD)

Prior meta analyses by J. Cameron and other researchers suggested that the negative effects of extrinsic reward on intrinsic motivation were limited and avoidable. E. Deci and others (2001) suggested that the analyses were flawed. This commentary makes the case that there is no inherent negative property of reward. (SLD)

Replies to commentary by J. Cameron asserting that the negative results of extrinsic reward on intrinsic motivation are limited and avoidable. Suggests that the most recent meta analysis by Cameron and others shares methodological weaknesses with an earlier analysis, lacking ecological validity. (SLD)

Critiques the conclusions of S. Veenman (1995) about multigrade classes and suggests that selection bias and lower-quality instruction should be included as part of the explanation for his findings of no difference. Indicates that multigrade classes have at least a small negative effect on achievement and potentially negative effects on teacher…

D. Mason and R. Burns (1996) have concluded that multigrade classes have a slightly negative effect on students' achievement. However, a reanalysis, based on meta-analytic procedures, of the available studies shows the average weighted effect sizes to be essentially zero or close to zero. Contains 51 references. (SLD)

The analysis by R. Greenwald, L. Hedges, and R. Laine (1996) suffers because of its statistical methods and because it is based on a sample that biases the study toward their conclusions. Econometric evidence and the aggregate performance of U.S. schools points toward serious problems with inefficient use of resources. (SLD)