What does it mean to teach children to be "good citizens," for example, in conflict resolution and service learning activities? This study addressed that question by examining contrasting conceptions of "good citizenship" that were enacted in several peer conflict mediation programs implemented in urban elementary schools. In…

By joining bodies of research in media theory, cultural studies, and critical pedagogy, this book offers a vision of learning that values social empowerment over technical skills. An inquiry into the existence and range of models equipped to cultivate critical teaching and learning in the Internet-supported classroom, the book argues that media…

This booklet attempts to illustrate how students and graduates who are deaf or who have hearing impairments incorporate emerging technology into their lives to make a difference in their communities. Although the students' missions vary, technology is clearly a valuable and dynamic part of many of these students' lives. The text begins with the…

Based on the view that the first weeks of school lay the foundation for the remainder of the year, this book uses an ethnographic approach to present the story of one teacher and the classroom she constructed during the first weeks of school. The book's introduction explores beliefs about children and teaching and a view of theory and practice…

Describes a community service-learning seminar for college freshmen, focusing on education for empowerment. Notes an inherent dichotomy: students need to learn specific, empowering ways to interact with community members even while confronting uncomfortable issues but remain empowered themselves by how the service-learning course is designed and…

Calls for greater attention to pedagogical challenges and opportunities to integrate service-learning and academic study, particularly in maintaining both content coverage and empowerment as objectives. Draws on transcripts of class discussions and student writing in a community service learning course focusing on literacy to trace students'…

To aid teacher training, the Record of Student Learning Experience (ROSE) gives formal recognition to experiences students bring to courses, identifies individual learning needs, encourages self-direction, empowers students, identifies development needs for induction to schools, and highlights the complexity of teaching. Describes first and second…

Asserts that transformational leadership principles can help student affairs staff to actualize their own leadership potential and to model appropriate leadership characteristics for student government leaders. Discusses implications for practice. (KW)

Describes why and what happened when a teacher changed from viewing English teaching as a value-neutral act to teaching what matters to her. Relates what she expects from the reading and writing workshop and how raising her own voice in terms of her passions and what she values has strengthened students' voices. (SR)

Tests cognitive assessment of 180 students enrolled in a cornerstone course in communication theory. Finds that a profile of factors that influence cognitive assessment scores can be developed. Demonstrates how assessment may be used to empower both faculty and students by offering pedagogical and administrative strategies that enhance student…

A study examined the effectiveness of teaching five adolescents with mental retardation and behavior disorders to lead their own Individualized Education Program (IEP) meetings. Students learned to introduce others at their IEP meetings, review their past IEP goals, discuss their future IEP goals, and close their meetings. (Contains references.)…

Looks at the discussion of a small group of girls (ordinarily reticent or diffident in class) in a senior English class as they interpreted the character of Ophelia in Shakespeare's "Hamlet." Discusses the idea that thinking can develop through dialogic (collaborative) rather than dialectic (conflictive) transactions. Notes classroom…

Explains that Helen Parkhurst's Dalton Laboratory Plan disappeared quickly in many British schools but remained for over 40 years in the King Alfred School in London (England). Explores the development of the Dalton Plan at King Alfred, why this educational innovation thrived at the school, and the causes for its disappearance. (CMK)

Discusses cultural influences on behavior, theoretical assumptions about culturally diverse students, and culturally sensitive behavior management strategies that educators might consider in their efforts to curtail school violence. The strategies are intended to be culture-specific and culture-fair, to humanize school environments, and to…

Describes the Wisconsin Youth HIV Prevention Institution, a program to enhance HIV prevention peer education for reaching youth at high risk, focusing on its intensive multicultural education and empowerment approach. Summarizes evaluation findings related to participation in the program and discusses implications of the program for HIV prevention…