Ernesto Macaro is Emeritus Professor of Applied Linguistics in the Department of Education at the University of Oxford, UK. He was the founding director of the EMI Oxford Research Group (formerly the Centre for Research and Development in English Medium Instruction) in the Department of Education. His research focuses on second language learning…

In a time of hyperpolarization and hyper partisanship, preparing students to deliberate about their differences becomes even more important. In this interview, Diana Hess, dean of the School of Education at the University of Wisconsin-Madison and co-author of The Political Classroom, describes the challenge of ensuring that students have access to…

This forum paper is based on a friendly and informative interview conducted with Professor Ann M. Johns. In providing answers to the interview questions, Professor Johns suggests that all good teaching is ESP, and also distinguishes between EOP and ESP in that the former entails much more "just in time" learning while the latter may be…

The experience of 9/11 prompted a transformation in one secondary teacher's approach to teaching controversial subjects based on the relevance to today's students. Soon after that fateful day, this teacher found a purpose and rationale for developing a very demanding curriculum on 9/11, and relates how his teaching unit has evolved by expanding…

Tony Bates is a world-known expert on distance education. He has published extensively on both traditional and contemporary distance learning practices. Besides teaching courses and delivering seminars in the area of distance education, he has also provided consultancy with a number of institutions around the world. These include both formal and…

In this article, the author provides the contentions of intellectual historian John Patrick Diggins on the November 2008 elections and the presidential leadership. Diggins observed that "all people spoke about was winning the elections, and no one seemed to be concerned with the problems of the future." Diggins also expressed how he was skeptical…

Social foundations courses, and in particular any course that has to do with multiculturalism or diversity, can be land mines for teacher educators seeking to provide experiences that may be "partisan" but also "educative". This article explores the tensions of teaching multiculturalism classes to undergraduate teacher…

Inscriptions play a critical role in the creation and communication of scientific knowledge, yet are afforded little status in traditional science education research and practice. In the vast majority of science classrooms, K-12 and university alike, inscriptions are treated as transparent, unproblematic illustrations of the "content" rather than…

In ubiquitous writings, a Brooklyn College professor has repeatedly drawn attention to the excesses of radical ideologues in higher education. He took his own provost to task for indoctrinating students in a politically myopic policy, inaptly named: "global citizenship." He was most articulate of those who sought redress for the witch hunt…

In December of 1978 the New York State Board of Regents ordered the New York State Education Department to conduct a detailed study of the way in which the subject of origins should be treated in a revised version of the Regents Biology Syllabus. The author was invited to supply scientific information to the Bureau of Science Education, which was…

Presents an interview with Chris Raschka that explores his creative process. Notes he is the author of over 20 picture books. Focuses on controversial children's books. (SG)

Presents an interview with Margaret Matlin, a teaching professor at the State University of New York (SUNY) Geneseo. Focuses on the courses Matlin taught when first at SUNY Geneseo, what she currently teaches, her psychology of women course, special techniques she uses, and whether she feels she is a natural born teacher. (CMK)

Describes a program of advanced instruction which attempts to merge the theory of speech communication and the practice of oral history. Is concerned with how meaning is constructed through conversation between interviewer and interviewee. Includes theoretical and methodological problems inherent in producing oral histories, field research, and…

A professor and educational researcher at Stanford University discusses the evolution of "normal schools" of teacher preparation into the teacher education programs of today, advocates the integration of content material into teacher education, and explains the concept of reflection in teaching. (KS)

Presents an interview with Susan Krauss Whitbourne in which she discusses issues such as the challenge in teaching a course on the psychology of aging; types of assignments and active learning she uses in her course; resources she recommends; and how her research influences the adult development courses she has taught. (CMK)