Research in the fields of education and psychology supports the movement toward students' active engagement in their learning. Learners at all levels, but particularly at the college level, receive augmented benefits from increased involvement in their acquisition of new knowledge and skills. This is particularly critical for teacher education candidates who are preparing for careers as educators. The purpose of this article is to discuss various learning strategies that foster preservice teachers' active participation in learning. We present a learning continuum that considers simulated, spectator, exploratory, analytic, and generative experiences. Specific approaches that are described within this continuum include role playing, service learning, and journal writing activities as well as videotape lessons with peer-assisted reflection and field-centered teacher education. We also offer a series of instructional strategies applicable to university classrooms that include a range of action methods such as icebreaker, continuum, storyboarding, and cooperative learning activities, among others. ver the last decade, the fields of education and psychology have produced a large and growing body of literature that focuses on teaching and learning processes
The hypothesis explored was that learning disabled children's poor math performance was related to their ability to make strategy transformations. The present experiment used simple arithmetic operations that allowed for seven transformations. Nondisabled children were superior in performance to disabled on transformations that required reordering or the abandoning of previously learned strategies. For the majority of transformation tasks, significant ability group differences occurred on the encoding and retrieval stage of processing. The results suggest that learning disabled children use an inefficient algorithm to transform previously learned strategies. Three implications of the results are discussed.
profession? Derek Blackadder, th e Universities Coordi nator at t he Ca na di an Union of Pu blic Employees (CUPE) Ontario Regional Of ce, says that following the completion of his PhD he left academe because "the prospect of wandering the country, working under lousy conditions and spending all my free time trying to gure out how to fund a bit of research on the side was frankly appalling."Like Blackadder, Vicky Smallman, Professional Of cer, Organizing, of the Canadian Association of University Teachers, also left the education sector and now has "the perfect job, helping improve the wages and working conditions of part-time faculty and fig hting to protect the integrity of our hig her education system in Canada." Smallman reports that she left purely because of the economics:Finally, but most importantly, is the effect that all the factors discussed above have on students. Currently, there is a reassessment by administrations of faculty prerogatives, student needs and a reassessment of the quality of education that institutions provide. As has been noted in numerous articles, adjunct professors, with their hectic schedules, lack of of ce space and poor compensation, are sometimes unable to provide the quality of teaching that they know they are capable of providing. A strictly pro t-oriented, assembly-line approach to higher education is not what students expect. The reassessment, by administrations, may in part be market driven. Students realize when they are not receiving quality education. Andrew Brittain, recalling classes taken at the University of Maryland University College and Strayer College, comments that, "I was left with the notion that their [the university's] number one priority was to pass students along so that they could continue making money on them regardless of the quality of their [the student's] work." Students who are dissatis ed with their education will be less willing to return to an institution during their careers to ful ll their continuing educational needs, less likely to support the school nancially as alumni, and less likely to recommend the institution to others. Those schools that focus on pro t may, ironically, see that their efforts have exactly the opposite effect.In the next few years academic administrators will ma ke decisions that will set t he course of their institutions for the twent y-first cent ury. While administrators clearly need to determine what their prerogatives are, they may also nd themselves forced to accommodate, or at least pay closer attention to, those whom their decisions effect. Both potential students and faculty will vote with their feet if higher education continues to sacri ce quality of education for pro t. l
One-on-one instructional procedures have been viewed as highly effective for students with diverse needs. Unfortunately, these procedures are infrequently implemented, and when they are, it is often for only a few minutes (Vaughn, Moody, & Schumm, 1998).Peer and cross-age tutoring have become effective strategies to meet the diverse needs of students (Cohen,
What I want What I am What you force me to be is what you are For I am you, staring back from a mirror of poverty and despair, of revolt and freedom. Look at me and know that to destroy me is to destroy yourself. You are weary of the long hot summers. I am tired of the long hungered winters. We are not so far apart as it might seem. There is something about both of us that goes deeper than blood or black and white. It is our common search for a better life, a better world. I march now over the same ground you once marched. I fight for the same things you still fight for. My children's needs are the same as your children's. I too am America. America is me. It gave me the only life I know-so I must share in its survival. Look at me. Listen to me. Try to understand my struggle against your racism. There is yet a chance for us to live in peace beneath these restless skies.'
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