A teacher introduced folklore to multiage groups of students aged 5-12 by encouraging them to work together on projects that included locating family origins on a map, collecting family recipes for a cookbook, compiling a photo album, and writing a play based on war stories gathered from relatives. (LP)

Presents 20 suggestions on how to keep students interested in their classroom learning logs and to make the logs an effective classroom tool. The list notes different approaches students can take when writing about what they have learned. (SM)

Shares experiences and growth in a teacher's knowledge about learning while teaching mathematics. (ASK)

Good teachers possess a capacity for connectedness. They are able to weave a complex web of connections among themselves, their subjects, and their students so that students can learn to weave a world for themselves. The methods used by these weavers vary widely; lectures, Socratic dialogues, laboratory experiments, collaborative problem solving,…

In this article, the authors offer social studies educators two student-centered, inquiry-based techniques to help students learn about the contributions of historical figures. Both strategies were classroom tested and proved effective at helping students learn about historical figures in a challenging and enjoyable way. Although techniques in…

This book is a short edited volume that brings together in one place, the best scholarly articles in charter schooling by national experts and leaders, written in a user-friendly fashion. It is the ideal introduction for those interested in the charter school movement with numerous insights for and by charter operators, administrators, and…

By looking at teacher collaborative structures in an urban public elementary school, this article demonstrates how, in the face of top-down school decisions under the pressures of high-stakes testing and assessment-driven curriculum, teachers can find the power and freedom for creative and effective pedagogy to flourish. We describe how teachers…

This booklet, the third publication in the Foundation for the Future series, illustrates how involvement in the Directorate for Education and Human Resources' (EHR's) projects has been a watershed for many people. The personal profiles contained within describe how EHR programs are: changing people's lives, opening people's minds to new…

This book addresses the special demands, problems, challenges, and tensions of collaborative research. Following an introduction by the editors, the articles and their authors are: "Collaborative Research: More Questions Than Answers" (Carole Edelsky and Chris Boyd); "Interactive Writing on a Computer Network: A Teacher/Researcher…

Through the narratives of North American slaves a vivid picture of their lives, struggles, hopes, and aspirations emerges. The slave narrative arose as a response to, and a refutation of, claims that blacks could not write. Slave writings were often direct extensions of speech. Through a process of imitation and repetition, the black slave's…

Faced with a student who is unable to read, a teacher refuses to give up on her and encourages her to participate in an after-school, volunteer tutorial program. By year's end, the student has improved 34 months on standardized testing and is placed at her appropriate grade level. (JL)

Sagan, who lost her family to the Nazi terror during World War II, tells the story of her membership in the French Resistance and how she came to dedicate her life to the protection of human rights. (RM)

Explains how journal writing, taught with some direction, can guide students' writing and provide them with a sense of self-discovery. (HOD)

Reviews statistics on the illiteracy problem in Guatemala. Offers a personal account of an immersion trip to the country with a group of American Catholic youth ministers. Describes the work of the Society for the Development of the Integrated Guatemalan Family. Discusses Guatemala's social problems and educational needs. (PAA)

A gifted boy with a learning disability recounts the difficulties he had in school, the rejection of his peers, a suicide attempt in high school, and his eventual diagnosis with an auditory processing disorder and unipolar depression. Teachers are urged to notice students with similar problems and provide them with needed help. (DB)