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Institute for Educational Inquiry
124 East Edgar Street
Seattle, WA 98102
Tel: (206) 325-3010
paulam@ieiseattle.org

Work-in-Progress Series
(available from the IEI)


The following publications are available from the Institute for Educational Inquiry. All orders must be prepaid. (Orders from within the state of Washington must add King County sales tax.) Prices listed may be subject to change. Call 206-325-3010 or email Paula McMannon for more information.

  • Toward Educative Communities and Tomorrow's Teachers, by John I. Goodlad
    (WIP1/1992/23pp./$5.00)

    Goodlad argues that we must move beyond equating education with schooling, because to do this leads to corrupting the meaning of education and expecting schools to do what they cannot do. The perspective argued for here requires us to shift from the usual means/ends model of educational effectiveness to an interactive, ecological model of educational health.

  • Beyond Education: In Search of Nurture, by Donna Kerr
    (WIP2/1993/11 pp./$3.50)

    Kerr argues that basic questions of education do not admit of institutional solution: the questions, rather, regard the nurture of persons or selves and, as such, can be addressed only in a culture of nurture.

  • Toward Healthy Learners, Schools, and Communities: Footprints in a Continuing Journey, by Hal A. Lawson
    (WIP3/1993/16 pp./$3.75)

    Lawson analyzes the limits inherent in a school-family-health problem frame and presents an emergent model, one at once child- and family-centered.

  • The Implications of Communitarian/Liberal Theory for Public Education, by Paul Theobald and Vicky Newman
    (WIP4/1994/12 pp./$3.50)

    Theobald and Newman consider a variety of communitarian approaches juxtaposed to liberal theory and individualism as ways of better framing discourse about public education in America.

  • Morality, Efficiency, and Reform: An Interpretation of the History of American Education, by Timothy J. McMannon
    (WIP5/1995/58 pp./$7.50)

    McMannon contends that educational reform in the United States has neglected the moral implications of schooling and concentrated instead on personal, societal, and structural efficiency.

  • On Knowledge and its Relation to the Human Conversation, by Gary D Fenstermacher
    (WIP6/1997/20 pp./$4.50)

    The sixth in the Institute's Work in Progress Series, this thoughtful piece provides a history of the nature of knowledge and then examines some of the questions raised by the existing theories. Finally, Fenstermacher offers a theory of his own about knowledge and the way humans interact with each other.

  • On the Arts and Teacher Education, by Mary Ellen Finch and Jeffrey H. Patchen
    (WIP7/1999/24 pp./$5.00)

    The exploration focuses on the critical connections among the arts, the role of the arts in creating and strengthening a democratic society, and the centrality of art within the preparation of elementary school teachers. Arts education is linked to the sustenance of a healthy democracy, and the enculturation of the young into that democracy, to prepare the young to take an authentic and active part in the human conversation.

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