Letty M. Russell: A Feminist Liberation Approach to Educating for Justice

This article examines the Rev. Dr. Letty M. Russell's feminist liberation approach to educating for justice by reviewing the major themes in her writings. Educating for justice was rooted in Russell's life and ministry, namely, a sense of God's mission to reconcile and mend the world; partnership as sharing in God's mission to effect justice; and hospitality as a means of welcoming all to the table of fellowship and of life. Russell used an action/reflection model that is based in experience, draws on Scripture and theology, and works toward transformation. Her experience of being marginalized—as a Christian educator and then as a woman pastor in East Harlem where she learned firsthand how injustice and oppression marginalized her parishioners—developed into a concern for and solidarity with those on the margins of society. Letty Russell dedicated her life to achieving justice and celebrating the reign of God in our midst. In effect, educating for justice was at the core of Letty Russell's life and work.     

Environmental Technology in a 2-Year College

Environmental educators have long dealt with the charge that the practice of teaching about environmental issues is an attempt to introduce a liberal agenda into the classroom curriculum. However, traditionally Republican states and traditionally Democratic states are both among the nation's leaders and laggards in institutionalizing environmental education (EE) programs at the state level. Because of the political power of the charge of liberal bias in EE politics, it is important for researchers to try to determine the veracity of this charge in some meaningful way. The authors applied quantitative statistical methods to this issue and found that, in general, there were not significant differences among the degrees of state-level EE program activity between Democratic states and Republican states. In short, the political party affiliation of a given state is not a reliable predictor of that state's EE program activities. Thus, the evidence does not support the claim that EE is solely a liberal undertaking.     

The teacher as manager in continuing and professional education

This paper presents a model dealing with the teacher as manager of self‐directed and interactive learning programs and discusses the value of this model for educators working within continuing and professional education contexts. It provides a framework for the planning, implementation and evaluation of learning programs which promote self‐directed and interactive learning and comprises an outline of phases of learning programs and the roles of teachers (and learners) in these programs.

Major goals related to the process of continuing and professional education today include: promotion of the learners’ ability to work and interact effectively together, fostering their commitment to lifelong learning and development of their self‐directed learning skills. The model presented in this paper is a means of promoting the achievement of these goals. It emphasises the development of skills of independence, self‐direction, interaction, communication, leadership, group membership and conflict resolution. Such skills can be transferred to the workplace to enable adults to accomplish their tasks effectively, achieve their goals, work co‐operatively in teams as leaders and team members and take greater responsibility for their work and continued learning.     

Involving Students in Natural Resource Decision-Making Groups

Ensuring a qualified teacher in every classroom is a central part of the latest agenda to strengthen public education and maximize student achievement. Effective teaching and delivering quality instruction are lifelong and critical goals of professional development of teachers. High-quality induction programs support qualified teachers for every child. We evaluated perceptions of beginning teachers relative to the effectiveness of induction activities, assistance, and support provided within their school districts. Overall, this group indicated that induction programs were sufficient for them to succeed during the first years of teaching. Implications for improving practice and recommendations for continuing research are discussed in this article.     

Taking a Second Look: Expert and Novice Differences when Observing the Same Classroom Teaching Segment a Second Time

Expert and beginning principals viewed a classroom teaching episode of a seventh grade mathematics classroom for teacher supervision purposes. After the first viewing participants were asked questions about classroom management and instruction, about the skills of the teacher, and about recommendations they would make for improvement. After a second viewing, similar questions were asked. Differences between groups were found in their understanding of classroom teaching and their abilities to evaluate and make recommendations for the improvement of teaching. This study indicates that important differences will occur in the supervision experience for teachers depending on whether an expert or novice principal supervises them. Findings from this study have implications for the development of preservice and inservice training programs and induction experiences for new principals.     

The paradox of administrative control in fostering teacher professional development

In this case study, we use a consensus model as a framework for examining the professional development component of a standards-based reform effort initiated by a school district in the United States. We describe the district's actions, analyze the extent of adherence to the model, and identify reasons for what occurred. Although administrators intended to adopt key design principles of effective professional development, specific implementation strategies undermined and contradicted these principles. Their response to increasing bureaucratic controls at the state and national levels translated into increased regulation and control at the district and school levels, which paradoxically restricted the very attributes they sought to enhance.     

As ‘process’ as it can get: students' understanding of biological processes

Students' understanding of biological phenomena are analysed via the ontological categories of processes and matter. The analysis is based on tenth graders' explanations regarding biological phenomena such as photosynthesis, energy resources, temperature regulation and interrelations between living/nonliving worlds. This direction of analysis is an attempt to flow with the more meaningful trend of biological research and thought, that emphasizes the importance and fruitfulness of the process approach. Some implications regarding biology learning and teaching are suggested.