Presents the views of three persons (a coeditor, a high school student, and a teacher) involved in publishing "English Quarterly" on what is involved when collaborating on a scholarly journal and participating in a career internship program to help with the publishing work. (PA)

Tells a story about relationships and the long-term effects of literacy instruction through a slice of the authors' personal and pedagogical history. Presents a narration by Esther who weaves her own story with Kenneth's adult voice and excerpts from his seventh-grade autobiography written in 1984, when Esther was his teacher. (SG)

Argues for a pedagogy of the posthuman that meets the needs of student writers in computer classrooms. Suggests that educators now fail to serve the needs of posthuman students whose subjectivities emerge at the conjuncture of consumer culture and cyberspace and emerge as commodities. Proposes that critically oriented compositionists should design…

A teacher explains how she uses critical pedagogy to legitimize students' knowledge and experience as a basis for learning. She shows how violence and death affect students' lives and must be addressed as a reality that affects education. (SK)

This introductory article to a series focusing on voices other than those usually heard in professional discussions of learning disabilities emphasizes the importance of examining current assumptions--theoretical, practical, and legal--and paying attention to the actual experiences of students. (DB)

If the United States is to benefit from the contributions of international teaching assistants in the classroom, both domestic and foreign students must develop a reciprocal understanding of behaviors and expectations. Both parties need to adapt teaching and learning behaviors and should have more interaction. (MSE)

Places life of university students in China in context of Tiananmen Square and Cultural Revolution, with implications of serving them as students in the United States. Presents basic facts of student life in China. Although the emphasis is on college life, some attention is paid to earlier student experiences as well. (Author/NB)

Describes experiences conducting a shadow study of one middle school student as part of a teacher certification assignment. Notes the adolescent's classroom experiences and attitudes and how the experience affected the researcher as a parent and a teacher. (JPB)

In this paper, I share stories that provide sites of inquiry for the (re)interpretation of my own educative experience. Crossing time, I (re)visit and (re)construct seminal events in my life using knowledge gleaned in the intervening years to come to see how these life stories inform and guide me in the present. I use my own stories to enhance my…

This paper argues that there are some common characteristics that define what we label graduate professional programmes. By analysing two programmes, law and psychology--as experienced by the students--it becomes obvious that while the programmes educate their students well in the academic aspects of professional work, they do not prepare students…

This paper focuses on goal-directed student life programming (all programming of activities occurring outside of regular school hours) for residential and day students. First, the need for change in student life programming is documented, noting discrepancies between what employers need and students' skills. The importance of establishing desired…

Modern educational practice, inspired by the scientific rationalism of the 17th and 18th centuries, focuses on control, certainty, and order, thus rendering students' experiences superficial. Generativity "finds" the curriculum in students' life experiences, giving them relevance and the opportunity to be explored. Where life is not the…

Proposes the theory of contrasting experience, describing how it can maximize experiential learning in health education. The theory states that an experience cannot be fully processed or understood without comparable contrasting experience, and stresses the importance of learners being actively involved in the learning process. (SM)

Reports personal viewpoints of two English-as-a-Second-Language learners who emigrated from Hong Kong to Canada, along with commentary from their instructor, who notes the role of memory, pronunciation, dictation, writing, and self-expectation. (LB)

Formal instruction in general professional skills should be made a standard element of graduate training programs to better prepare students for success in graduate school and beyond. Issues to be addressed in such training include communication of ideas and results, obtaining jobs and funding, attracting students and staff, academic integrity,…