Volume 109, Number 3 (2007)
by Daniel C. Humphrey & Marjorie E. WechslerAlternative certification defies simplistic characterizations proffered in political debates. Examining seven alternative certification programs to understand who participates and how these programs train teachers, we find teacher development in alternative certification to be a function of the interaction between the program as implemented, the school context in which participants are placed, and the participants’ backgrounds and previous teaching experiences.
by Elizabeth J. TisdellIn the ongoing process of meaning-making about culture, individuals re-weave new patterns of meaning by combining new threads of cultural and other experience with the old threads. This process is engaging cultural imagination. Image, symbol, music, ritual, art, poetry, often touch off memory in conscious and unconscious ways, which sometimes connects to spirituality. This paper explores how one can combine these ways of knowing that are a part of cultural imagination, with the intellectual and critical analysis aspects of higher education to facilitate greater student learning and greater equity in society.
by Nancy Ares & Edward BuendíaThis article examines educators’ translation of an individually focused, colorblind advocacy policy to racialized school-level practice and discourse. Ares and Buendía explore the effects of and alternatives to colorblind policy in a reform undertaken to respond to increasing demographic diversity.
by Frances McCueAn article about learning at an informal venue: Richard Hugo House, a nonprofit center for creative writing in Seattle. The article traces the characteristics of teaching and learning in a place not segregated by age, skill level, or economic background of the people who come there.
by Amnon KarmonThe article deals with the “missing link” between the macro-social level in education and the levels of teaching and subject matter. It introduces a new intermediate level called “the institutional organization of knowledge,” and discusses its vital implications for education.
by Christopher P. BrownThrough an instrumental case study in which I investigate the formulation and implementation of Wisconsin’s Model Early Learning Standards, I examine the struggles of standards-based accountability reform within early childhood education and question the direction of early education policy and the future of the field itself.
by Diane Yendol-HoppeyThis study sought to fill a gap in current scholarship which has yet to document how mentor teachers, conceptualized as school-based teacher educators, shape and conduct their own work with student teachers assuming the role of full-year undergraduate interns.
by Diane WoodBased on a two-year qualitative study, this article traces the impact of an initiative to create professional learning communities in an urban school district struggling to improve student learning. The author describes ideological conflicts that the initiative generates in the district, particularly regarding the roles and responsibilities of teachers.
by Gert BiestaThis article provides a re-examination of the relationship between democracy and education. Based on a discussion of the work of Immanuel Kant, John Dewey, and Hannah Arendt, it distinguishes three different ways to understand the idea of the democratic person: an individualistic, a social, and a political conception. It argues that a political conception of the democratic person can help to overcome some of the major shortcomings in traditional approaches to democratic education. The article moves away from the idea that the purpose of democratic education is to produce democratic citizens. Instead, it argues that the most important political and educational questions are about the quality of democratic life and the opportunities for democratic action and learning-in-action both inside and outside of the school.
by Elizabeth ThomasThis article examines a community-based arts classroom that represents alternative practices and relationships than are typical in most schools to understand more about the possibilities of learning and identity for disenfranchised students. The study draws on long-term engagement, participant observation, and discourse analysis to highlight the resources made available to students as well as changing patterns of student participation in workshop activities.