This author introduces a framework to guide researchers into a process of racial and cultural awareness, consciousness, and positionality as they conduct education research. The premise of the argument is that dangers seen, unseen, and unforeseen can emerge for researchers when they do not pay careful attention to their own and others' racialized…

Common sense proposals for school restructuring suggest promising directions, but issues of the content needed to give educational direction and show how to link the factors that influence this content must be addressed. An agenda of content for teacher commitment and competence is proposed. Problems of linkage are addressed. (SLD)

Argues that IQ tests work only for some people some of the time. Offers a theory that emphasizes the roles in intelligence of information-processing, the environmental context, and coping with novelty and automatization of task performance, as a possibility for improving levels of prediction. (CMG)

Describes new theories in science, based on the construct of "order through fluctuations," which lead to new understanding of the emergence of creativity from turbulence, both in the universe and in education. Attempts to develop new metaphors for "becoming" in education. (Author/KH)

This outline of the organizational structure for the new department of education lists propositions to guide the reorganization of educational research and innovation activities and discusses the potential functions of several new department offices. (RLV)

Replies to Hiebert et al. (1996), who proposed that curriculum and instruction be guided by the basic principle that students problematize their subjects, arguing against the notion of problematizing mathematics. Considers the nature and range of mathematical content pursued in classrooms and the related question of student participation and…

Explores the current state of situated cognition theory. Points to underlying issues that remain to be clarified in order for the substantive differences between situative and cognitive approaches to be appreciated. (MMU)

Responds to Eisner's discussion of the nature of research and the place of qualitative research. Advocates increased emphasis on the true experiment in educational research to provide evidence of the usefulness of educational practices. (SLD)

Explores the nature of educational research, replying to Knapp's comments on the role of qualitative research. Suggests that the "true" experiment is very hard to conduct in educational research and discusses what validity means in the educational research context. (SLD)

Marx's description of capitalism as a dark force that has become uncontrollable is very apt today, despite the fact that postmodernists have relegated Marxism to the status of failed aspirations. Discusses postmodernism, the postmodern promise, postmodern politics, the new social movements, hybridity and postmodern multiculturalism, postmodern…

In education research, a polar distinction is frequently made to describe and produce different kinds of research: "quantitative" versus "qualitative." In this article, the authors argue against that polarization and the associated polarization of the "subjective" and the "objective," and they question the attribution of generalizability to only…

There is both intuitive and hard evidence which suggests that the quality of human learning has been shaped by evolution, biology, and genetics. Consideration of genetic argument applied to learning processes, however, leads to models of education more optimistic about the role of schooling than those derived from a genetic abilities-based theory.…

Documents characteristics of emotions in relation to action and self-perception. Argues that taking affect into account yields a different interpretation of successful achievement-change programs. Also clarifies the differences between ability and effort as perceived causes of success and failure. (Author/GC)

Focuses on the relationship between educational research and practice as described by three former presidents of the American Educational Research Association (AERA). Perspectives cover the need for the reflective practitioner, for the AERA to reach out and reassess its purpose, and for a climate to develop that allows for practice and research to…

Uses an ecology-of-games metaphor to highlight the messiness and discontinuities in the policy process, the variety of games played by different people for different reasons, and the linkages between those separate games. Suggests that educational research can also be conceived as a game that is related to various policy games. (FMW)