Theory and practice are an odd couple. There is little doubt that theory deserves a place within today's primary classrooms. Pring (2004) suggests that theory is perceived as having come adrift from common sense. It is easy to see how, swept along in the daily pressures of the job, busy classroom teachers may question the relevance of seemingly…

Averil Coxhead is widely known for developing the Academic Word List, a list of 570 word families associated with great frequency in academic texts. This list has been particularly useful to teachers of English as a Second Language as well as independent learners in tertiary education. She has also developed a Science-based word list (Coxhead and…

In this article, the author comments on James Catterall's research "Doing Well and Doing Good by Doing Art." The purpose is to understand how this study frames the argument for a high level of arts involvement in secondary school. By doing so, important characteristics and limitations of social science research and of this study in particular are…

Jory Brass and Leslie David Burns provide a useful and informative review of research appearing in the "English Journal" ("EJ") and "Research in the Teaching of English" ("RTE") over the past 100 years. It is a bit unfortunate, if understandable, to exclude books and articles in other journals, because such a restriction excludes many pieces of…

Since the late 1990s there has been a fundamental shift in the way schooling and even education as a whole is evaluated. From this new perspective the education system would seem to be interpreted as a sub-system of the economic system and thus subservient to it. Decisions on education matters seem to have become determinant for individual…

Examines the pros and cons of laboratory instruction. Complaints lodged against laboratory instruction include its high cost, and lack of research supporting the lab. Justifications listed include science education research supporting the lab, psychology, and common sense. (DS)

Ernest J. Holmes, one of the first teachers of "biology" in secondary schools and co-author of a seminal biology textbook, writes a personal account of teaching at a time when "biology" as a school subject was just beginning to become accepted. (Author/JN)

Advocates an integrated course of instruction for the natural sciences which would serve to provide students with reference points for later life. Identifies the aims and fundamental insights of an integrated approach. Offers perspectives on the selection of course topics and the role of the student and teacher. (ML)

Argues that science dominates our culture and has developed an institutional similarity to the religion which dominated earlier eras. Uses religion as a metaphor in advocating a scientific reformation in science instruction so it may be accessible to all and not the property of a few. (Author/JN)

Three examples of biology/social science interfaces, including bioethics and the concept of "dangerous knowledge," biology as political science, and sociobiology, are discussed. The necessity for redirecting the education of teachers in order to alter their priorities in teaching these "hidden ideologies" in the high school…

Describes the planning and construction of an observatory and a planetarium for a secondary school astronomy class by a science teacher with help from the school and from the community. (DS)

Identifies the development of practical and investigative skills featured in science qualifications at all levels (foundation, intermediate, and advanced) and all types (general, general vocational, and occupationally specific). Reviews the debate over the purpose of practical experimental work in science education and training. (Author/CCM)

Suggests a threefold rationale for practical work in science: in developing laboratory skills, in learning to work as a scientist, and in acquiring a feel for phenomena. Three types of pupil practical work (exercises, investigations, and experiences) are then discussed. (Author/JN)

Advice on how to transform a practical idea into a first-class science fair project is provided. How to do scientific research, what to include in a science fair report, how to pick a topic, when to begin, writing the report, and making the display are topics of discussion. (KR)

Describes the relationship of Popper's theory of knowledge to chemistry instruction. Suggests that students be allowed to learn from their mistakes and presents five experiments with an implicit falsification purpose. (JN)