Table Of Content

Index of Volume 71 Index Authors and Articles Liu, X. See Janisch, C. Maddux, C. D., and R. Cummings. WebQuests: Aberasturi, S. M. See Harlow, S. Are They Developmentally Appropriate? 117-27 Akrofi, A. See Janisch, C. McGinn, A. Senior High School Education in the Arlestig, H. Principals’ Communication Inside 21st Century, 331-44 Schools: A Contribution to School Improvement? McMahon, B. J. Conceptions of Resilience: 262-73 Compliance or Transformation? 49-58 Bowman, R. F. Do Not Try to Change Yourself or Mullen, C. A. Trainers, Illusionists, Tricksters, Others; You Are Unlikely to Succeed, 33-40 and Escapists: Changing the Doctoral Circus, Broadbent, G., L. G. Dorow, and L. A. Fisch. 300-15 College Syllabi: Providing Support for Students Null, J. W. An Introduction to Isaac Leon Kandel: with Disabilities, 71-8C Who He Was and Why He Matters, 142-56 Carson, J. Quantum Mechanics, Religion, and O’Connor, K. A. See Petty, T. M. Objective Reality: A Response to Edmund Orland-Barak, L., and H. Tillema. Researchers’ Meltzer’s Questions, 8-14 Construction of Knowledge from Studying Christen, R. S. See Thacker, P. Professional Conversation Groups, 361-72 Cohan, A., and A. Honigsfeld. Incorporating Pegues, H. Of Paradigm Wars: Constructivism, ‘Lesson Study’ in Teacher Preparation, 81-92 Objectivism, and Postmodern Stratagem, 316- Cummings, R. See Harlow, S. 30 Cummings, R. See Maddux, C. D. Petty, T. M., K. A. O’Connor, D. B. Dagenhart, Dagenhart, D. B. See Petty, T. M. and A. J. Good. National Board Certification: Is Davidson, E. The Pivotal Role of Teacher Renewal Worth It? 168-82 Motivation in Tanzanian Education, 157-66 Strom, P. S., and R. D. Strom. Cheating in Dorow, L. G. See Broadbent, G. Middle School and High School, 104-16 Egley, R. J. See Jones, B. D. Strom, R. D. See Strom, P. S. Fisch, L. A. See Broadbent, G. Thacker, P., and R. S. Christen. Modeling Civic Ford, M., and P. Friederici. An Inconvenient Engagement: A Student Conversation with Curriculum, 296-98 Jonathan Kozol, 60-70 Friederici, P. See Ford, M. Tillema, H. See Orland-Barak, L. Goddard, J. T. The Professional Development Walker, D. A. See Lieberman, J. M. Needs of Educational Leaders in Post-Conflict Williams, E. R. Unnecessary and Unjustified: Kosovo, 200-10 African-American Parental Perceptions of Good, A. J. See Petty, T. M. Special Education, 250-61 Gullatt, D. E. Research Links the Arts with Wright, K. A. Reenergizing Small Communities: Student Academic Gains, 211-20 A Vital Role for Rural Schools, 345-60 Harlow, S., R. Cummings, and S. M. Aberasturi. Karl Popper and Jean Piaget: A Book Reviews Rationale for Constructivism, 41-48 Hewitt, R. Huiman Capital as the Summum Driving Change in Special Education by J. J. Bonum of Public Education: Past and Present, Gallagher. Baltimore, MD: Paul H. Brookes 128-40 Publishing Co., 2006. Reviewed by W. Honigsfeld, A. See Cohan, A. Rankin, 286-87 Intrator, S. M., and R. Kunzman. The Person Forced to Fail: The Paradox of School in the Profession: Renewing Teacher Vitality Desegregation by S. J. Caldas and C. L. through Professional Development, 16-32 Bankston III. Westport, CT: Praeger, 2005. janisch, C., X. Liu, and A. Akrofi. Implementing Reviewed by R. S. Byrnes, 94-95 Alternative Assessment: Opportunities and From Student to Citizen: A Community-Based Obstacles, 221-30 Vision for Democracy by P. H. Hennessy. Jones, B. D., and R. J. Egley. Learning to Take Toronto, Ontario, Canada: White Knight Tests or Learning for Understanding? Teachers’ Books, 2006. Reviewed by P. K. Greene, 284- 85 Beliefs about Test-Based Accountability, 232-47 Kunzman, R. See Intrator, S. M. Horace Mann's Vision oft he Public Schools: Is It Lieberman, J. M., and D. A. Walker. Connecting Still Relevant? by W. Hayes. Lanham, MD: Curriculum and Instruction to National Rowman &L ittlefield, 2006. Reviewed by G. Teaching Standards, 274-82 Wenner, 288 378 * The Educational Forum * Volume 71 * Summer 2007 Volume 71 Learning Power: Organizing for Education € and Justice by J. Oakes and J. Rogers with M. Lipton. New York: Teachers College Canadian public education, 284-85 Press, 2006. Reviewed by M. Hillis, 374- Capitalism, 130, 132-34 76 Center for Academic Integrity, 105, 111 The Minds of Boys: Saving Our Sons from Center for Courage and Renewal, 20, 22 Falling Behind in School and Life by M. Center for Positive Organizational Gurian and K. Stevens. San Francisco, Scholarship (POS), 36 CA: Jossey-Bass, 2005. Reviewed by A. S. Center for Teacher Formation, 22 Henderson, 186-87 Center for Teaching Quality, 281-82 Preparing Teachers for a Changing World: What Center for the Advancement and Renewal of Teachers Should Learn and Be Able to Do edited Educators, 20 by L. Darling-Hammond and J. Bransford. Central American Free Trade Agreement San Francisco: Jossey-Bass, 2005. Reviewed (CAFTA), 138 by S. P. Klebacha, 184-85 Certificate of Graduate Study (CGS) in School Choice and Diversity: What the Evidence Advanced Teaching Practices, 278 Says edited by J. Scott. New York: Teachers Change Practice Initiative, 331-43 College Press, 2005. Reviewed by C. M. Cheating in high school and middle school, Hanson, 188-89 104-15 Children: developmental level, 123-24; Subjects developmentally appropriate practices for, 125; marketing to, 128, 130; resilience, 49; A social graces, 320; special needs, 253 Children’s Internet Protection Act, 110 Academictermpapers.com, 111 Circular reasoning, 322 Accommodation, 45 Civic engagement, 60-70 Accountability, 224, 232-47 Classical Marxism, 322 Achievement gap, 374-76 Classroom-based assessment, 222 ADD and ADHD, 186-87 Classrooms: close human relationships, 348; Adult development theories, 21 context, 223; culturally responsive practices, Adults and dishonesty, 107 226; drama and verbal skills, 217; strengths- African-American: parents, 250-61; students, based leadership orientation, 37 66, 254-58 Climate change, 296-97 Age appropriateness, 125 Closed theories, 42—45 Albanian: students, 201; teachers, 201, 204-05 Cognition, 125, 327 American education: 151-52, 284-85, 374; Cognitive-developmental constructivism, 324 inequities in, 60-70; racial separation in, Cohort learning, 304, 309 62 Collaboration, 363-64, 366 Americans with Disabilities Act, 71, 77 Collaborative: inquiry, 365; knowledge Annenberg Rural Challenge, 352 construction, 371 Anti-foundationalists, 322 Colleges: academic performance standards, Arts: academic gains, 211-20; education, 212, 275; convenient curriculum, 296-98; students 214-15; immersion and infusion, 216 with disabilities, 71-79 Assessment, 221-29 College syllabi, 74-78 Assimilation, 45 Co-mentoring, 304, 309 At-risk students, 49-51 Communication inside schools, 262-72 Axiomatic concepts, 318-19 Community of practice, 369 Company store, 136-39 B Comparative education, 148-49 Competition, law of, 132-33 Bacon’s scientific methodology, 317 Conceptual: change, 365, 368; nominalists Behaviorism, 44 (subjectivists) and realists (intrinsicists), 323 Biological and social evolution, 133 Conceptualization, 319-20, 323 Bullies and rural schools, 348 Constructivism: 328; contextual and critical, Business-school partnership, 128-31 325; critics and critiques, 316-17; definitions The Educational Forum * Volume 71 * Summer 2007 * 379 Index of, 41; interpretations of, 324; Jean Piaget leaders, 197, 203-04; philosophy, 319-20; and, 45-46; versus objectivism, 5, 8-14; reform, 284 postmodernism and, 322-24; rationale for, Educational Testing Service (ETS), 106 41-47; test of falsifiability, 45; theory of Educators: collective actions by, 312-13; cognitive development, 45; varieties of, 325 enhancing quality of, 278 Cooperative learning, 126 Elementary schools and arts, 212-13 Corporate-infused schools, 128-39 E-mentoring, 305 Courage to Teach (CTT), 20-25 Empiricism, 317 Critical thinking, 102, 310, 320 Environmental education, 350, 353 Cross-cultural: mentoring, 304-05, 312; Epistemology, 319, 321, 326 relationships, 197 Equivocation, fallacy of, 325 Cross-race mentorships, 304-05 Escapists, 308, 312-13 Cultural disconnect and special education, Ethics, 110-11, 154-55, 319 253-55 Ethnic minority youth, 260-61 Curriculum: built on individuating, 320; Excluded middle, principle of, 9 dumbing down, 310; national teaching Experimentalism, 322 standards, 274-82 Cybermentoring, 305 F D Factual knowledge, 320-21 Faculty members, 307-08, 310, 313 Democracy: 55, 284; equating with capitalism, Faculty of Education and International 132-33; equating with consumerism, 129 Centre (University of Calgary), 202 Democratic education, 150-51 Faculty-led mentoring cohorts, 304, 309 DeSeCo (Definition and Selection of Key Fallacy of equivocation, 326 Competencies) project, 354 False premises, 325-26 Developing countries and teacher Falsifiability, 44, 46 motivations, 164 Fast-food industry mentality, 310 Developmentally appropriate practices, 240- First principles of logic, 9, 12 41 Florida Comprehensive Assessment Tests Dewey, John, 135-36, 150, 321-22, 374 (FCAT), 235-45 Differentiated instruction, 341 Forced busing, 94-95 Dishonesty, 105-07 Formalized tutorials, 338-39 Dissertations, 303-04, 309-10 Distributed: knowledge, 368; learning, 341 G Diversified mentoring, 305 Diversity and schools, 188-90 Gender equality, 348 Doctoral: education, 301, 305-06, 310, 313; Geocentric theory, 11-12 student mentoring, 300-14; supervisors, 303, Graduate lesson study, 83-87 307, 309, 313-14 Graduate Management Admissions Test (GMAT), 106 E Graduate Record Exam (GRE), 106 Graduate students, 303, 310, 312 Education: acknowledging problems in, Grassroots organizing, 375 275; aims, purposes, and importance, 197; classical version of theory, 320; H individualizing, 321; laws of capitalism and, 134; objectivist philosophy of, 321-28; Hand-minded education, 132 place-based, 350-51; privatization in, 188- Heraclitus of Ephesus, 317-18 89; psychologists, 147, 151-52; purpose of, Hidden curriculum and social capital, 347-50 14, 319, 321; quality of, 165, 246; scientific Higher education: dishonesty and ethical study of, 147; students’ power to affect, 66; behavior, 105; mentoring doctoral students, vocational training and, 135-36 300-14 Educational: entrepreneur, 207; equity, 207- Highly qualified teachers, 274, 276-77 08, 374-76; infrastructure, 203; justice, 375; High-stakes testing: 221-23; costs, 246; 380 * The Educational Forum * Volume 71 * Summer 2007 Volume 71 pressure of, 233-34; school-wide and outside the classroom, 353; for meaning, district-wide trends, 247; test preparation 284; ownership of, 198; social nature of, 362; time, 242-43 theory, 321 Hispanics and high schools, 66 Lesson study: 6, 81-87; evaluation Humanized mentoring, 305 questionnaire, 92; report rubric, 91 Liberal education and ethics, 154-55 Linguistic analysis, 317 Logic, first principles of, 9 Identity, principle of, 9 Logical circularity, 12 Ignoratio elenchi, 326 Independent reality, 42, 46 M Individualized Education Plan (IEP), 255-56 Individuals with Disabilities Education Act Mandatory mentoring, 314 (IDEA), 71 Mann, Horace, 288 Inequities in American schools, 60-70 Marxist/Socialist ideology,3 23 Instruction and national teaching standards, Meaning, social construction of, 362 274-82 Mentors, 300-14 Instrumentalism, 322 Metacognitive awareness, 225 Instrumentalist versus realist view of science, Metaphysical toa 10-11 11 Metaphysics, 318-19, 321 Internet and ethics, 110-11 Middle schools: cheating, 104-15; racially Interpersonal dispositions issues, 364-71 mixed setting, 66 Interpretive zone, 362-63, 365, 369-71 Middletown School, 266-67, 272 Interpretivism, 317 Minority students, 94-95, 227-28 Intersubjectivity, 363, 369-71 Modeling civic engagement, 60-70 Intrinsicism, 318, 320 Moral: development, 321; education, 152; training, 320 Multiculturalism, 288 Multiple intelligences, theory of, 37-38 Jugyoun kenkyuu, 81-87 N K National Association of Elementary School Kandel, Isaac Leon, 142-55 Principals, 355 Kantianism, 317 National Board Certification: 168-82, 277-78; Knowing: collective and social nature of, 361; National Board for Professional Teaching oneself, 5, 33 Standards (NBPTS), 168-69, 278-81; Knowledge: 45-47, acquisition, 118; co- professional careers and, 173; reasons for construction of, 362-64, 370; construction, nonrenewal, 177; reasons for renewing, 176; 7, 365, 368; distributed, 368-69; in the standards, 274-82; student learning, 175 interpretive zone, 362-63; of place, 350; of National Endowment for the Arts, 213 self, 350; rationality and, 319 National Commission on Teaching and Kosovo: 200-03, 205-08; Education Centre, 206 America’s Future (NCTAF), 276 Kosovo Educator Development Project National Education Association (NEA), 138 (KEDP), 202, 204 New Zealand, 347, 353-54 Kozol, Jonathan, 60-70 No Child Left Behind (NCLB), 232, 276-77 North American Free Trade Agreement L (NAFTA), 138 Law of competition, 132-33 Leaders: communication, 262-63; directing O operations, 203; influencing actions and decisions, 264; transparency, trust, and Objective reality, 8, 12, 318 partnership, 260 Objective theory, 327 Learning: conceptual change, 368; experiences Objectivism: 318; education and, 324- The Educational Forum * Volume 71 * Summer 2007 * 381 Index 28; misrepresenting nature of, 325; Public schools: corporate profit and, 131-32; philosophy of education, 319-22; as factories, 134 rationalism and, 325; versus constructivism, 5, 8-14 Q Online mentoring, 305 Organisation for Economic Co-operation and Quantum mechanics, 8-13 Development (OECD), 354 Outdoor education, 350, 353 R P Race-based mentoring, 312 Racial minorities and differential schooling, Paradigm wars, 316-17 208 Parents: as partners, 260; school choice process Rationalism, 317-18, 325 and, 188 Reality: 8-10, 320-22; independent, 42, 46; Passive learners, 216 knowing by virtue of reason, 325; objective, Peer-led learning groups, 305 318 Petitio principii, 327 Reciprocity, 363-71 Piaget, Jean, 42, 45-46, 122-23, 324 Relational phenomenon and resilience, 52-54 Place-based education, 350-53, 356-59 Religionists and objective reality, 8 Plagiarism, 111-13 Research, 339, 362, 364-71 Plurium interrogationum, 328 Resilience: 49-57; in rural communities, 348 Popper, Karl, 42-46 Responsive instruction, 225-26 Portfolios, 228 Reviewing Education and the Arts Project Postmodernism, 316, 322-24 (REAP), 216-17 Post-socialist communities, 203, 207 Poststructuralists, 322 S Posture of cultural reciprocity, 251 Potent teaching, 16, 23-24 Sartre, Jean Paul, 323 Pragmatism, 321-22 Scaffolding, 123-24, 126 Primary Education Development Plan Schools: academic performance, 275; (PEDP), 157-59 accountability, 204; business use of, Principals: communication inside schools, 139; citizenship, 139; communications 197, 262-72; frequency of content in inside, 262-72; corporate-infused, 128- conversations, 270 39; desegregation, 94-95; improvement Principles: contradiction, 9-10; excluded and teaching, 271; inequality, 66, 68; of middle, 9-10; sufficient reason, 9-10 education, 327; reform, 374; resilience, 53; Private schools, 65—66, 188-89, 321 rural, 345-59 Problem-based learning, 126 Schoolsucks.com, 111 Professional development: 25, 185, 205-08, Science of education, 327 340-41; importance of vocational vitality, Social: capital, 346-50, 358; connectedness, 18; inner life of teachers and, 20-21; leading 347, 349; constructivism, 324-25; cultural to National Board Certification, 177, 277- appropriateness and, 125; disruption, 133; 78; need for, 202-04; reflective practice and factors, 123-24; justice, 5-6, 55, 207-08; learning, 340; renewing teacher vitality theory of learning, 363 through, 16-28; skill-based classroom Socialist model of FRY, 206 practices, 19 Spatial reasoning, 217 Professionals’ responsibilities and special Special needs teachers, 286 education, 258-61 Sponsored collaboration, 364 Project REAL (Rockford Educational Standardized testing, 170, 198, 217-18, 229 Alliance), 277-78 State Education and Environment Psychologists and education, 147, 151-52 Roundtable (SEER) study, 352 Ptolemy, 11-12 Strengths-based professional orientation, Public education: Canada, 284-85; history 2 2 II-S/ of, 288; social and political sentiment, 139; Students: becoming productive and self- United States, 284-85 directed adults, 337; cognitive development, 382 * The Educational Forum * Volume 71 * Summer 2007 Volume 71 120; constructors of knowledge, 223; Vocational: education, 288; training, 150; developmental level, 121; disabilities, vitality, 17-19, 21, 24 6, 73-74, 259; empowerment, 224, 228; Voluntary Student Transfer policy, 189 individualism, 68-69; inquiry-oriented Vygotsky, Lev, 122-23 activity, 119; involvement, 227; issuing grades to, 135; learning, 25-26, 184, Ww 224, 234; measuring achievement, 223; motivation, 227; resilience, 5, 52—53; risk WebQuests, 102, 117-26 factors, 49; teacher-directed activities and, 227; testing and improving learning, 244— Y 45; understanding content, 198; as unique individuals, 259 Yugoslavia, 201-02 Student teachers, 34-37 Subjectivism, 318, 320 Z Summum bonum, 128-39 Sweden, 262, 267 Zone of proximal development, 123-25 Syllogistic validity, 326 a Tanzanian education, 157-65 Teacher: as agent of change, 274-75; attrition, 18; burnout, 18; competence, 260; deployment incentive, 161; diaries, 161- 63; highly qualified, 274, 276-77; leaders, 274; mentoring, 278; motivation, 159-64; preparation, 81-87, 275; principals and, 267-69; professional commitments, 184; professional competence, 151; professional development, 16-28, 278; renewal, 20-27; teams, 266-68; vitality, 18 Teaching: contemporary psychology, 152; frameworks, 184; ideologies and philosophies, 184-85; performance rubric, 90; preparation and professional growth standards, 275; school improvement and, 271; test-taking strategies 241-44, 246 Telementoring, 305 Termpaper.com, 111 Test-based: accountability, 232-47; assessment, 235 Test monitoring and cheating, 108-10 Theory of cognitive development, 45 Theory of relativity, 326 “Three Worlds” paradigm, 42-43 Tractatus Logico-Philosophicus, 323-24 Turnitin.com, 111-12 U Universals, problem of, 317-19 Vv Visual arts instruction, 212 The Educationai Forum * Volume 71 * Summer 2007 * 383