Editorial statement

The need for educators to practice lifelong learning has become even more critical in this new century. With the ever-increasing rate of change and the exponential expansion of knowledge, teachers, administrators, and university professors must be willing to learn new skills and dispositions. As the articles in this issue of The Educational Forum illustrate, it is vital that all those working in education continue to learn and grow.

Though this issue is non-themed, a common thread weaves together several articles-the theme of integration. Focusing upon integration can lessen feelings of fragmentation and tension, both of which are frequent stressors in education. In our efforts to improve teaching and learning, we should look for ways to cross cultural barriers as well as disciplinary lines. Whether advocating the integration of technology and teaching, math and writing, service learning and multicultural education, or teacher education and reform, various authors emphasize the necessity of making connections and creating a whole that is greater than the sum of its parts. These articles may inspire you also to search for better ways to integrate different aspects of your work in education.

In our Critical Perspectives section, Tichenor and Jewell describe the purposes, processes, problems, and perspectives relative to a collaborative project between teacher candidates and elementary students. Their article might stimulate you to conduct a similar integration endeavor. Next, Morgan-Fleming writes about the nature of teaching and offers principles to guide postmodern reform. Finally, Hadzigeorgiou poses some thought-provoking questions concerning the role of learner expectations in meaningful learning and motivates you to consider the impact of curriculum.

In our Celebrating Diversity section, Brockman's philosophical piece discusses somatic, or bodily, knowing as a dimension of knowing that is more fundamental than culture. His views should provide serious food for thought. Next, Harkins presents the tales of two kaigaishijo students, Japanese children temporarily attending school in the United States. Her study will enlighten you on the acculturation process and suggest educators' responsibilities toward these special students. Finally, Boyle-Baise and her colleagues demonstrate the power of community partnerships in promoting service learning opportunities. You should gain some valuable ideas for your own educational domain.

In our Research in Practice section, three articles support the notion of lifelong learning. Helping teacher interns to become reflective practitioners is a challenge teacher educators face. As a way to achieve this outcome, Poetter argues for schools to serve as centers of inquiry and presents examples of integrating the work of educational reform and teacher education. Another current concern in teacher preparation is the infusion of technology; Eifler, Carroll, and Greene address this issue as they discuss the obstacles faculty members encounter. Finally, St. Maurice speaks to all who have supervised student teachers or who have been supervised by presenting two engaging cases about terminated placements-something that is rarely talked about yet has serious implications for the teaching profession.

May the articles in this issue encourage you to renew your commitment to lifelong learning, stimulate you to seek ways to integrate various aspects of your work, and challenge you to embrace the rewards of being an educator during this exciting time. Please read, enjoy, respond, and act. We welcome your comments.

Copyright Kappa Delta Pi Summer 2001
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