Leonard Kaplan

Survival Talk for Educators--Multicultural Education Standards.

Recently AACTE has taken a firm position on standards for multicultural teacher education. It did this by appointing a committee to study the issue and to develop a position that seemed not only equitable, but philosophically sound. The committee has reported and the standards were adopted. Even though there are some who would suggest that this standard is long overdue, it is still important that this work has been accomplished.

Survival Talk for Educators--The Teacher as Researcher.

Does education contain a body of knowledge that can be identified, examined and evaluated? This, of course, is a fundamental question before one can even consider the role of the teacher as a researcher. However, rather than pondering this issue, the assumption being made here is that teaching does possess a content that is rapidly growing and changing. Those I have talked to suggest that classroom teachers have little or no competence in conducting formalized research and, therefore, hold no value for research as a part of their classroom practice. My own experience substantiates this observation. The question has been raised as to the desirability of teachers becoming involved in this activity.

Teaching Basic Skills in College - A Guide to Objectives, Skills Assessment, Course Content, Teaching Methods, Support Services and Administration. Alice Stewart Trillin and Associates Jossey-Bass Publishers: San Francixco, 1980

program. Chapter Two on Reading was prepared by Margaret M. Waters. The reading process is presented as having two facets: (1) the reading material itself, and (2) the reader with his/her specific skills. Skill levels are listed as basic (minimum wordrecognttion skills), intermediate (difficulty with complexity), and passive (not seeing reading as an interactive process). In order to diagnose reading needs, a variety of methods are discussed including high school records, standardized tests, and interviews. Courses are proposed and described for basic, intermediate and advanced levels. Course content is designed to meet the specific needs of the students. Suggested instructional models are a hierarchy of skills approach and a holistic reading

American Education: The National Experience 1783-1876 Lawrence A. Cremin New York: Harper & Row, 1980, 607 pp.

to include families, churches, libraries, lyceums, museums, and expositions. Similarly, the term educator has been extended to include writers, apprentices, readers, and individuals engaged in systematic efforts to learn on their own. In addition, the term textbook has been extended to include newspapers, magazines, low cost reprints, and picture books. This study makes one point clear: most of the institutions of the

29.95

discipline. But really, why such grandiose language for yet another book on discipline? An enumeration of several key strengths will explain the strong recommendation. To begin with, the book revolves around 12 principles which relate to discipline specifically, and discipline’s relationship to education in general. The principles illuminate the strategies Tanner recommends and reveal the center pieces of a philosophy which connects the book’s theory to these practices. This is the subtle beauty of the work. The reader is not only left with tactics, but also with an intelligent philosophy to help understand and explain the tactics. This leads to the