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This paper focuses on teaching and learning in educational administration and the challenges constructivism and reflective practice suggest for professors about their roles as teachers and learners. The paper takes four glimpses into a classroom (the studio of instructional leadership) where students seeking administrative certification learn the theoretical knowledge and technical skills associated with instructional leadership. The four glimpses are: conceptualizing democratic governance, examining alternative approaches to curriculum development, investigating and adopting adult learning theory, and designing a comprehensive staff development program. The glimpses show a professor using constructivist learning theory and reflective practice to make learning relevant to his students and to bridge the gap frequently demarcating theoretical knowledge and technical skills from practice. The four glimpses also show the professor constructing personal and professional knowledge about teaching and learning in educational administration. Before examining the studio of instructional leadership, the paper surveys the context for teaching and learning in the classroom and specifies students' learning objectives. The next section details what the students and the professor have learned. The paper closes by considering the challenges which the studio environment poses to teaching and learning in professional training programs. (Contains 62 references.) (SM)

A vigorous debate within the U.S. Catholic community questions the efficacy of Catholic schools. To explicate what many Catholics believe is the most appropriate educational program for youth, the educational philosophy, history, and theology of Catholic education are presented here. It is hoped that by isolating these principles, those who exercise Catholic educational leadership will be able to develop a comprehensive rationale that enables them to promote these principles. The monograph opens with an overview of the "grammar of Catholic schooling," suggesting this grammar represents an educational heritage that has evolved throughout the generations as local Catholic communities applied scripture and Church teaching to their unique context. The text then turns to the question of why it is important to study the grammar of Catholic education, explaining that an understanding of this grammar inculcates those intellectual habits that make students useful to themselves, to society, and to their religion. Six rules that constitute the grammar of education are offered, including "God is the beginning and end of human existence," and "Education is essentially a moral endeavor." The closing section details challenges that Catholic schooling presents for parents, bishops, diocesan superintendents, and students. (Contains approximately 165 references.) (RJM)

Preliminary psychometric data assessing the reliability and validity of a method used to measure the diagnostic reasoning and problem-solving skills of predoctoral students in orthodontia are described. The measurement approach consisted of sets of patient demographic data and dental photos and x-rays, accompanied by a set of 33 multiple-choice items with from 2 to 10 options. Students were only able to complete two exercises in a 50-minute testing period, so that content specificity of any sizable magnitude might be a problem. Members of a second-year dental school class were divided into two groups, of 35 and 33 students, to take two versions (each containing two different cases) of the examination for a total of four different cases. Prescriptive items showed uniformly higher internal consistency reliability estimates than did the descriptive items. The intercorrelations among data from the same test administration, correlations between scores for different problems at different testing times, and correlations of class attendance with test scores were all sufficiently large to support the construct validity of the measurement procedure. The method appears to offer a viable method of assessing problem-solving skills in orthodontics, with potential for uses beyond undergraduate education. Three tables present reliability data. (SLD)

Discusses the participation of a Pennsylvania Catholic elementary school faculty in an inservice training program designed to improve the school's capacity to meet the needs of its students. Indicates that the program was intended to foster the faculty's Catholic identity as the primary means of addressing problems affecting its students. (MAB)