Virginia Richardson

Classroom management as method and manner

We describe two case studies of experienced teachers whose classroom-management approaches, whilst quite different, appear seamless and in agreement with classroom manner and with the goals and desires they have for their students. We examine classroom management, manner, beliefs about classroom life and moral and intellectual goals for students, and classroom behaviour that directly informs students of expectations for virtuous conduct. The data include classroom observation and videotapes, and interviews with teachers. In developing these case studies, we join with the recent trend toward a more holistic view of the teacher and his or her conduct. The case studies focus on who a teacher is, what a teacher believes and how these beliefs are manifest in the teachers conduct.

Staff Development in Early Reading Intervention Programs: The Facilitator.

Abstract Current reform initiatives often call for facilitators to work with teachers and administrators in the change process. Although this facilitating position is becoming more common, little is currently understood about this role and the forms it might take. This study examines the work of four facilitators involved in five different successful reform programs focusing on early reading intervention. These facilitators are instrumental in different approaches to reform, ranging from externally adopted to internally developed interventions. Findings examine the different roles of facilitation as viewed by the facilitators themselves in relationship to these different approaches to reform. Common issues and dilemmas are also examined.

Projective Assessment of the Relationships between the Salience of Death, Religion, and Age among Adults in America

The relationships between age, religious orientation, and perception of death are investigated utilizing a sample of 1428 respondents randomly selected from two larger representative national samples. Although a statistically significant relationship is found between religion and perception of death, when age is introduced as a control the relationship remains only among young adults. The finding that religion mitigates concerns about death concurs with results found in previous studies. The data relative to young adults, however, suggest the need for a broader conceptualization of the relationship between death anxiety and religion, which incorporates developmental influences over the adult life cycle.

From Behaviorism To Constructivism In Teacher Education1

1 This article is based on an invited address given to the Council on Exceptional Children, Teacher Education Division, San Diego, November, 1994. onceptions of the education of students in elementary, middle, and secondary schools have been undergoing a profound paradigmatic change. These conceptions affect expectations, curriculum, instruction, and assessment. No longer do we identify skills in a particular subject-matter area that teachers transmit to students in a lock-step

Importance of Experimental as Well as Empirical Qualitative Studies in Special Education

In the past few decades qualitative research has increasingly appeared in special education journals. However, much of this work falls within the parameters of producing useful technical information that can be applied to the contexts where children and adults with disabilities learn, work, and live. Experimental qualitative studies that rely on postmodern or poststructural analyses, critical theory, and narrative research with subjective personal stories seem to be considered too radical, ideological, and theoretical to make it into many special education scholarly outlets. We argue that experimental qualitative designs have much to contribute to the fields of special education and disability studies and, hence, should reach those who receive or provide services to people with disabilities.