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Features the availability of position papers by the National Science Teachers Association (NSTA) for science education in the U.S. Official position of the association on issues in education; Series of research-based position statements written by the NSTA; Umbrella paper that addresses the key elements of of science education.

The article presents discussions by economists on some papers that are published in the May 1, 1970 issue of the journal "American Economic Review." The author states that his comments are directed mainly to the paper by economist R. Radner and L.S. Miller. The author is particularly interested in the data Radner and Miller have assembled on variations in faculty-student ratios among groups of institutions and over time. However, before commenting on that aspect of their paper, the author wants to know how student aid is treated in their analysis. The author cannot tell from the paper itself how this variable has been handled and yet it is clearly of great importance in many cases. To return to the faculty-student ratios, the intriguing question is, of course, related to observed patterns. The difficulty that Radner and Miller have had to-date in finding systematic relationships between faculty-student ratios and other variables, or even in presenting much in the way of conjectures, attests to the complexity of the problem. It also serves as a challenge to economists to come up with some ideas of their own. In this spirit, the author suggests that variations in faculty-student ratios can be understood only in the context of more complete behavioral models for various groups of institutions.

Discusses the Travelling Literacy Trunk concept developed by teachers of a young writers' camp in Oregon. Basis for creating Travelling Literacy Trunks; Development of concept; Benefits from the concept.

The following paper provides an overview of the primary themes that have shaped American educational historiography. It rests on the notion that when guided by an awareness of our past, we can better understand the windows of opportunity available to impact the present. This paper is by no means a definitive statement on U.S. educational historiography. The aim is simply to contribute to an on-going academic conversation, to better understand the manner in which knowledge in our field has spread, and further contemplate how our field might progress over time. [ABSTRACT FROM AUTHOR]

Copyright of Magis: Revista Internacional de Investigación en Educación is the property of Pontificia Universidad Javeriana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Alberta Education has been engaged in reviews and reforms of special education, and attempting to describe and move toward more inclusive ways of supporting students with disabilities since 2008. These efforts have, at times, resulted in more progressive and inclusive education policies and, at times, seemed somewhat halting. The obstacle to realizing policies that are more consistently inclusive, the authors believe, has been a continuing tendency toward deficit understandings of disability. In this paper, the authors critique recent inclusive education reform and current policy documents in light of ongoing barriers to inclusion, both in practices in schools and in continuing deficit-based tendencies in some current policy statements and resource manuals. The authors conclude by making a series of recommendations, including a consideration of the activist discipline of Disability Studies in Education, to guide continuing reform efforts along more genuinely inclusive lines. [ABSTRACT FROM AUTHOR]

The article presents various papers about service learning projects, social studies projects, research and collaborative efforts of teachers and universities to enrich the education of adolescents, and other ideas that can be adapted to the middle school environment in the U.S. One of the papers reports that the Division of Continuing Education of Bank Street College of Education, New York City, is working to change the lives of inner city children, their families, and communities by emphasizing collaboration.

This article reports that the Editorial Board of the journal "Education for Teaching" welcome the opportunity to explain the policy of the journal. Journals concerned with teacher-training, or sponsored by teacher-training institutions, have had a checkered career in the U.S. "The Journal of Experimental Pedagogy," for example, which was sponsored by the Training College Association, published many distinguished papers but eventually disappeared. When the system for training teachers was reorganized after the war the new Association of Teachers in Colleges and Departments of Education (ATCDE) published "The Bulletin of Education," a miscellany of articles on training, papers on other aspects of education, reviews, and Association news. It was decided that the ATCDE journal should concern itself primarily with the problems of teacher-training and that the title should consequently be changed to "Education for Teaching," which also reflects the general acceptance of the broader aim implied by the word education as opposed to training for teachers.

Preparing U.S. teachers for effectiveness with culturally and linguistically diverse (CLD) secondary students remains a challenge, given the relative homogeneity of educators and their enculturation to an educational system based on European American norms and values. Although culturally responsive pedagogy has emerged as a promising avenue for promoting student achievement, instructional tools are needed to support application of theory in multicultural classrooms. In this paper, we provide a framework for linguistic and academic development, contextualized within a larger model of biography-driven instruction. Instructional strategies implemented throughout the lesson are described, and their usefulness for improving teacher performance is explored. [ABSTRACT FROM AUTHOR]

The article offers information on developments related to educational workers in the U.S. It mentions the increasing number of teachers who are living their country in a period between three to five years only. Another is significant developments concerning the unionization within charter schools, with 80% of teachers turning in Pro-union signature cards as a campaign move for the proposal. It also includes the vision of Education secretary Arne Duncan to create The Social Justice High School-Price Campus, which would offer service to LGBT students.

This paper provides the outcomes of Project IMPROVE, a pilot study that examined the effectiveness of a workshop designed to train educators in foundational strategies and concepts for effective social skill training. Twenty-two educators participated in a one-day workshop focusing on teaching social skills and appropriate replacement behaviors as part of a five-year training project on positive behavior support. Participants completed pre- and postworkshop surveys that evaluated their perceived knowledge, confidence, and usefulness and actual knowledge for 12 applied behavior analysis concepts and strategies taught in the workshop. Results indicated significant improvements in all areas measured. Results and educational implications are discussed within the context of increasing teachers' knowledge base of validated teaching strategies and improving the research-to-practice gap. [ABSTRACT FROM AUTHOR]

The article presents a paper which suggests an outline for a model text and approach to climate change education through the framework of international cooperation. Educators have not been successful in getting students to apply environmental knowledge to their own lives and cross-curriculum environmental connections have been weak. The administration of the U.S. has not shown strong environmental leadership but this is partly due to a weak civil society that has failed to put pressure on the government. Media bias on climate change must be countered with scientific knowledge. Higher education holds a key role and responsibility in educating Americans on climate change and should be instrumental in getting American society on an environmentally sustainable path. As the concerns about global climate change mount, one has to ask whether higher education in the U.S. is up to the task of enhancing literacy on this subject. In the U.S., climate change education is but one of the many smaller fronts in a larger more sophisticated battle over culture, foreign policies and the environment.

Concern is often voiced about the quality of American schoolteachers. This paper suggests that, while the relative quality of teachers is declining, this decline may be the result of technological changes that have raised the price of skilled workers outside teaching without affecting the productivity of skilled teachers. Growth in the price of skilled workers can cause schools to lower the relative quality of teachers and raise teacher quantity instead. Evidence from the National Longitudinal Survey of Youth demonstrates that wage and schooling are good measures of teacher quality. Analysis of U.S. census microdata then reveals that the relative schooling and experience-adjusted relative wages of U.S. schoolteachers have fallen significantly from 1940 to 1990. Moreover, class sizes have also fallen substantially. The declines in class size and in relative quality seem correlated over time and space with growth in the relative price of skilled workers. [ABSTRACT FROM AUTHOR]

The ability to integrate technology into instruction is among the characteristics of a competent mathematics teacher. Research indicates that the vast majority of teachers in Turkey believe the use of computers in education is important, but have limited knowledge and experience on how to use technology in their instruction. This paper describes the T-Math project (http://www.t-math.org), which adapted the InterMath (http://intermath.coe.uga.edu) knowledge base for mathematics teachers in the United States and developed relevant resources for professional development of Turkish mathematics teachers to guide them in constructing useful strategies for their students while developing as expert mathematics teachers. Examples of mathematical investigations adopted and developed in the T-Math project arc presented as well as the anticipated challenges and subsequent strategies for integration. [ABSTRACT FROM AUTHOR]

This paper is based on the 2002 survey of women's studies programs and departments located in the Western United States. Questionnaires were sent to 106 institutions; 38 responded. The study updates and provides a comparison with a previous survey conducted in 1988. The study concentrates on program structure, personnel, funding, and curriculum. One significant finding of the 2002 survey is the increase in the number of schools that employ women's studies directors or chairs in regularly salaried positions: 63 percent compared with 23 percent in the 1988 survey. The current study also documents the emergence of a core curriculum, compared to the "adisciplinarity" of course offerings in 1988. Multicultural and global courses are now a more significant part of the curriculum. Ongoing problems such as budgetary constraints, including funding for additional faculty lines, and problems with support by students and administration at some schools, are discussed. Recommendations include the importance of additional tenure-track faculty lines to program stability and curriculum while recognizing the difficulties of current budgetary insecurity at many schools. [ABSTRACT FROM AUTHOR]

The number of institutions of higher education increased by about 28 per cent in the United States from 1956 to 1967. This increase was partially caused by rising demands for college sciences and by over-crowding of existing facilities. It also reflected the belief of educators and legislators that more high school graduates would attend college if these graduates could attend a campus close to home. In this paper student choice patterns in counties with and without college facilities are examined to determine whether the presence of a college in a county affects the proportion of students from that county attending college, and a relationship exists between the presence of a given type of college in a county and the type of college chosen by students from that county, and students prefer to attend distant colleges when similar colleges are located nearby. Contradictory evidence exists on whether the proximity of colleges affects the demand for colleges. Corcoran and Keller used 1957 Minnesota data to focus on the difference between the proportions of metropolitan and non-metropolitan area residents going to college.

The article reports developments related to education in the U.S. The 18th educational conference of academies and high schools in relations with the University of Chicago was held at the university on November 11 and 12, 1904. The 1904 conference in some papers were devoted mainly to reports of what is being done in different places with the six-year high-school course. The high-school teachers are distinctly generous with regard to the distribution of the students' time in school.

• I study the effect of large oil field discoveries on education provision in the early 20th century United States. • Counties that discovered oil wealth experienced increases in tax renevues and education spending. • I find mixed evidence for improved education quality. This paper studies the effect of oil wealth on the provision of education in the early 20th century United States. Using information on the location and discovery of major oil fields, I find that oil wealth increased local revenue and education spending. However, population increased, and as consequence, schooling quality did not improve across the board. Nominal teacher wages increased, and oil-rich counties were more likely to participate in the Rosenwald school building program for blacks. However, neither student-teacher ratios nor school attendance rates improved in the wake of oil discoveries. [ABSTRACT FROM AUTHOR]

The current cry for "relevance" in management education is examined in light of the concept of prevailing truth. There are dangers in succumbing to the demand for short term practical relevance. Thus the professor's role should be defined primarily as teaching and research concerning broadly generalizable principles and practices. [ABSTRACT FROM AUTHOR]

For the past ten years, more than 60% of incoming freshmen have been placed in English courses labeled "remedial" at California State University, San Bernardino. Most published articles about this statistic have been written by professional educators; little has been said by the people experiencing it firsthand. We five were not happy with the consequences of these placements and wanted our voices to be heard. We did research and put ourselves in situations where we could gain more knowledge about the practices and language of remediation. We were shocked to discover how many people are ignorant of the definition or meaning of remediation. We add our scholarship to challenge this view of students and the language used to describe them. [ABSTRACT FROM AUTHOR]

Copyright of Comparative Education Review is the property of The Comparative and International Education Society and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of this study is to explore the characteristics of an effective State Interactive Video (ITV) program relating to teacher qualifications and strategies, student research and involvement, organization, economical benefits, and technical support. Evidence from this study suggests that ITV instructors need more organization and preparation than is typically required for face-to-face teaching in a traditional classroom and the ability of ITV instructors to adapt and learn new technology-based teaching techniques is critical for student academic success. These findings are beneficial to school administrators planning to design and implement sound lTV pedagogical and professional development programs and practices to enhance student learning. [ABSTRACT FROM AUTHOR]

An essay is presented which discusses the debate over the development of what are referred to as teacher's cottages, or teacherages, for women teachers in Washington from 1905 to 1920. An overview of the Washington state superintendent of schools Josephine Corliss Preston's political activism in advocating for teacher housing is provided.

The article presents a case study on grade inflation. It is believed that grade inflation has detrimental effects related to compression and variability of grades. Despite grade inflation, students still believe that their teachers' assessment has at least some basis. Grades stay as an important source of information for students. Faculty members are freeing themselves from the limitations given by the pressure to inflate, by using the steps in lowering grade inflation and accepting its effects.

The article focuses on the use of I.Q.-I Question strategy in an online environment in the United States. As an educator, the importance to create a sense of community in which the scholars on finding the substantial need for each learner. As an effective teacher, the function to create the main and ask questions on various levels of complexity will help challenged the students. The practice of questioning lies in the classroom practice that deals with needs of learning community with Bloom's At-A-Glance of I.Q.-I Question.

This study explores the preparation of future teachers and administrators to conduct school, family, and community partnerships. Based on a sample of 161 schools, colleges, and departments of education (SCDE) in the United States, the survey examined not only the courses and content presently offered to prospective educators, but also leaders' perspectives and projections for the future. The results extend previous studies by identifying structural, organizational, and attitudinal factors associated with differences in SCDEs' coverage of partnership topics, preparedness of graduates to conduct family and community involvement activities, and prospects for change. Specifically, SCDE leaders' beliefs that partnership skills were important, required by accreditation organizations, and preferred by school districts hiring new teachers and administrators were significantly associated with more content covered on partnerships, better preparation of graduates, and future plans to require courses on partnerships for undergraduate and graduate students. SCDE leaders pointed to factors that may limit program change including faculty attitudes, university procedures, and state restrictions on additions to graduation requirements. The data suggest that SCDE leaders must be active change agents and team builders to guide their institutions to prepare future educators to conduct effective family and community involvement programs and practices. [ABSTRACT FROM AUTHOR]

Explains the challenges of selecting approaches to teach war in various schools in the United States in a time when the country is engaged in war against terrorism in Iraq and in Afghanistan. Recognition of how the ongoing wars are shaping a future that will become fraught with crisis according to observers; Strategies for understanding the challenges students face in real wars with real casualties that happen in real time; Importance for educators to safeguard their responsibility of arriving at the core truth in times of war which is oftentimes muddled with official lies from the government.

Focuses on the suggestions for teachers and administrators in its aim to improve the school culture and its related literacy practices for the improvement of academic outcomes of African American students in the U.S. Reasons behind the focus on the professional literature and the media on the achievement gap between White students and African American Student; Role of a caring environment as a foundation in the context of learning; Demographic trends that challenges the daily lives of many students from minority and non minority background; Statistics that show greater emotional and intellectual impact of the demographic trends on African American students.

In spite of the growing linguistic diversity in U.S. classrooms, many teachers are not being adequately prepared to work with English language learners (ELLs). One area of particular concern for teachers is how to manage today's linguistically diverse classrooms. This article suggests ways educators can reflect on English language learners' needs and consider the implications for classroom management. The author focuses on the need to (a) understand the perspective of ELLs and the natural responses to being immersed in a second language, (b) use pedagogical strategies that aid in second language acquisition, and (c) create a classroom climate that affirms linguistic diversity. [ABSTRACT FROM AUTHOR]

Focuses on the National Commission on Excellence in Elementary Teacher Preparation for Reading Instruction, a study being conducted in the U.S. by the International Reading Association. Details on the use of case approaches with technology in literacy teacher education; Philosophy behind the construction of the cases; Aim of future research.

The article presents information about the impact of neo-liberal economics on teachers in the U.S. Neo-liberalism has dismantled the public sector and reformed schools so that education focuses less on developing critical educated citizens and more on creating economically productive people. Teachers in the country have been losing control over what and how they teach over the last two decades. Elementary level teachers are not devoting much time to teaching social studies and are focusing on preparing students for statewide tests in mathematics and literacy.

This article examines some Japanese children's experiences at a U.S. elementary school, as well as their teachers' pedagogical responses. Two discourses of difference-'individual difference' and 'social/cultural difference'-were used in the school in somewhat dichotomous ways, and the combination worked against those children who had difficulty adjusting. A third pedagogic discourse of difference needs to be constructed to aid teachersfacing essentializing dilemmas. [ABSTRACT FROM AUTHOR]

In this essay, the author, a social studies teacher educator, reflects on what she learned during a six-month Fulbright experience in Ghana. An an oburoni, or a white person, outside the whale, or the United States, she read and listened to specifically Ghanaian perspectives of history, economics, women's issues, and culture and was reminded both of the power of the dominating, western cultural and economic imperialism and the value of contropuntal thinking. [ABSTRACT FROM AUTHOR]

Critics of issues-centered instruction contend that it is fine for advanced students but too difficult for lower achieving adolescents. This article explores this assumption through the lens of a case study of two ninth grade world geography classes composed of low achieving students. It describes the organizational of knowledge, the social interaction, and adaptations made for low achievers in a unit on Latin America based on the principles of issues-centered instruction. The authors conclude that teachers confront a series of obstacles and difficulties in planning and implementing such instruction with low, achieving adolescents. Although many low achievers vaIued the exposure to in-depth knowledge and the opportunity to think and talk about its meaning, the promise of such instruction depends on the skills and resources of teachers and schools to make adjustments to manage the obstacle. The authors offer a four implications of the research for the future of issues-centered instruction. [ABSTRACT FROM AUTHOR]

The article focuses on the need for educators in Florida to develop a program that looks after the requirements of dyslexics to enable them to compete with the general class of students. Students must be identified and their learning needs reviewed so that programs can be established to meet those needs. Teachers are required to have specific training in the field. Presumably the special education and learning disability (LD) teachers are aware that language is a major factor in the learning process, and most other teachers recognize these teachers as having special skills and knowledge. A general commitment is needed to enable these children to return to the mainstream. As the U.S. goes about the business of reforming its formal education structures, it is likely to create even greater challenges for the dyslexic and LD child. Having increased its university entrance requirements to the State University system in Florida, the legislature is attempting to do away with the foreign language requirements for dyslexics and those with specific language disabilities. In essence this is where the dyslexic and the school need not be mutually exclusive. The educational system needs to be developed in such a way in which all youngsters, irrespective of who they are, are able to meet the expected goals. Dyslexics might do quite well in schools which have clearly defined goals based on good research to help them meet those goals.

The article presents the author's views on the problems in policy and research related to the teaching of reasoning in U.S. schools. Teaching of reasoning is popular as it drew attention from politicians, corporate executives, testmakers, and school policymakers in the aftermath of diminishing test results. To figure out the development of instruction in reasoning, a commission to envisage number of students graduated without training in thinking was commissioned.

This study investigated young students conceptions of their country's government, with a particular interest in the concept of representation, and examined the influence of Instruction and development on the formulation of these ideas. The same 26 students were interviewed before and after Instruction in American history in fifth and eighth grade. Interview responses led us to characterize students' conceptions of their country's government as focused on its structure with limited understanding of its philosophical or historical roots. Additionally, students tended to view their own system as positive and focused on negative features of other systems in drawing comparisons. Longitudinally, students' conceptions tended to show more consistency than growth. The discussion explores the content emphasis in traditional instruction and Its effect on students' understandings of the foundations of their country's government and emphasizes the importance of the teacher's role in fostering development of students' nascent understandings of complex content in social studies. [ABSTRACT FROM AUTHOR]

Japanese and American children's reasons for achievement and good conduct in school were compared. Fifth grade children (184 American and 399 Japanese) were asked the reasons for either their actions or their feelings about adhering to or violating classroom norms. Their open-ended responses were assessed both or the type of reason―external, internal, or emphatic―and for its target-authorities (parents, teacher) versus others, such as peers or self We asked about two aspects of achievement (academic performance and academic procedures) and about two aspects of conduct (social procedures and moral norms). A closed-ended questionnaire, Why I Do Things (an early version of Connell and Ryan's Academic Self Regulatory Style Questionnaire), was also used to assess achievement- relaxed reasons. As expected, Japanese children were less external in both their open-ended reasons for action and their closed-ended responses; on the whole, however, they did not differ from American children where reasons for feelings were at issue. Japanese children also focused on authority figures as targets in their open-ended reasons to a much greater extent than did American children. The difference between countries regarding targets was largest for academic performance norms. The discussion focused on how the findings may reflect stronger identification with adult authority on the part of Japanese children, especially with regard to academic performance. [ABSTRACT FROM AUTHOR]

This article focuses on the professional developments and opportunities in the U.S. as of January 1989. The Joint Council on Economic Education recently published a scope and sequence document for teachers of economics in grades K through 12. The document, "Economics: What and When," contains a series of content statements, organized by topics and grade level, that teachers are encouraged to teach in six grade clusters--K-1, 2-3, 4-5, 6-7, 8-10, 11-12. Designed for curriculum developers at the local level, teachers and researchers. "Economics: What and When" explains in language easily understood by students the technical knowledge contained in each content statement. The document also provides users with suggestions for assessing whether students have mastered the knowledge prescribed for their grade level. Descriptions of Joint Council materials, films and videotapes available for teaching the content prescribed in the document are included. "Economics: What and When" can be ordered from the Joint Council on Economic Education.

This article examines the use of the Modified Confidence Weighted-Admissible Probability Measurement scoring to evaluate economics curricula. In response to recently passed legislation in the U.S., many states now require formal classroom instruction in economics for high school students. These requirements have precipitated the need for assessment methods to evaluate the students' understanding of fundamental economic concepts and principles. Assessment methods can also assist teachers in designing and evaluating appropriate economics curricula. A major premise in economics, one that should be appreciated by both students and teachers, is that individuals, groups, and societies use information to make choices among competing alternatives in order to maximize some objective or utility. The choice of assessment procedures used in the economics classroom should be consistent with this premise. Various assessment methods are presently available to economics teachers. By far the most popular testing method is the multiple-choice test with a binary, or right-wrong, scoring procedure.

The article presents a comparative study on the teachers' experience of teaching in distressed areas in the Great Britain and United States. The study aims to find out how teachers are coping up with the adverse conditions in the areas where they are teaching. Group interviews are conducted with 33 experienced teachers from the U.S. and with 26 British teachers. Teachers from these areas see themselves providing the necessary conditions of continuity and stability for the vulnerable children and constituting the core professional groups in their schools.

The article discusses the design of school accountability systems in the U.S. Faced with demands for improvements in the schools, legislatures are increasingly attempting to affect policy and outcomes by instituting statewide controls on the schools. Current trends are to rely on testing, more specifically on standardized true-false testing. Centralized control, however, inevitably results in some form of intervention. The current call for statewide accountability systems linked with economic incentives means that standardized testing is to take new importance in the schools. It is difficult to imagine that tests that are useful to diagnose students' educational needs and potentialities could be used to evaluate schools without distorting what happens in the schools. The fact that the tests are not linked to the curriculum makes them uniquely useful instruments to assess students or even schools. The main argument of this article is that central control is inevitable. If the state needs to assess achievement, it will have to address the question of state definitions of a desirable curriculum and will have to involve educators in these definitions. The article argues that teachers are important too.

The article presents a discussion and a summary of the current level of computer usage in insurance curriculums by schools in the U.S. Next, the article offers tips for undertaking the expansion of computer technology in the context of insurance education. The author strongly believes that it will be a positive move for insurance faculty to start speeding up their usage of computer applications in the classroom. She sees this emphasized acceleration of computer usage as inevitable, whether or not the instructors are adequately prepared for it.

Focuses on the futures of teachers and teaching in the U.S. Argument that the system "locks in" teachers and offers them little opportunity to increase their professional mobility, status and responsibilities; Need to empower teachers and provide them with incentives to stimulate and expand their professional growth.

Discusses the results of surveys concerning job satisfaction of teachers in the U.S. Satisfaction of teachers in their ability to help students learn and grow and to improve society; Dissatisfaction over wages, working conditions and paperwork associated with the job.

Recommends upgrading of the standards for the teaching profession in the U.S. at the entry and practicing levels. Need for cooperation among professional educators, state legislators and lay public; Importance of a realistic and rigorous standard in strengthening the nation's schools and training force.

This article focuses on the supply and demand for college teachers in the U.S. Projections of the demand for college teachers varied widely, and most have been such poor predictors of actual developments as to call for careful scrutiny of the basis on which the projections were made. The best known model is that developed by Ray Maul in the 1959 National Education Association report, and now used by the Office of Education. In the presentation by the Office of Education, the student/staff ratio is estimated to average 14:1 for the next decade, and the replacement rate is assumed to be 6 percent. The choice of the latter percentage apparently derives from the earlier Maul model. The analysis suggests that educators have been much too pessimistic about the adequacy of both the present and future supply of college teachers. The discussion above has ignored field-by-field differences, partly in the interests of brevity and partly because the aggregate data are better than that for individual disciplines. There are wide variations in the values of each of the coefficients from field to field, but the demarcations between fields are too fuzzy to permit the application of such a model with any degrees of precision to individual disciplines.

The article presents a study in education which identifies the principle dimensions of teacher's belief systems regarding the classroom teaching-learning process in the U.S. The teacher's belief that students truly understand what they are taught only when they are brought to see relationships between the subject at hand and broader aspects of their world or are able to connect the subject to their own experiences. Learning extends beyond confines of a single course or grade to encompass the more realized goals of education. The belief deals with teaching methods, but it also reflects a conception of learning as the acquisition of meanings, not just facts.