The "praise phenomenon" is widespread and deeply woven into daily classroom practice. Effects of praise are long-lasting. Research shows that praise, when overused or used inappropriately, can do considerable damage. Praise should be awarded for effort and persistence, not natural ability. Tips are provided. (MLH)

Supporting parental-involvement research findings, Congress in 1995 appropriated $10 million to fund 28 parent information and resource centers in 27 states and Washington, D.C. In 1999, 58 more were funded. Centers communicate personably with parents via newsletters, referral networks, websites, cable TV, and toll-free numbers. (MLH)

Whether geography is taught alone or "infused" into social studies, U.S. students' knowledge is minimal, according to recent National Assessment of Educational Progress geography test results for 19,000 students in grades 4, 8, and 12. Curriculum specialists say geography coverage is incidental. The National Geographic Society is trying…

With 600 organizations in 45 states, teen courts are becoming viable alternative to processing first-time youthful offenders through the juvenile justice system. Teen courts may be run by schools, juvenile courts and probation departments, law enforcement agencies, or youth welfare organizations. Successful school-related courts are profiled. (MLH)

A number of research studies document the effectiveness of magnet schools--both in breaking down racial isolation and in providing high-quality education programs. However, according to Kimberly West, writing in the "Yale Law Journal,""many magnet schools are rife with racially segregated classrooms." (MLF)

Conflict-management programs help students of all ages find peaceable ways to handle disputes. Students most likely to become effective mediators are confident individuals who write clearly, care about others, listen well, and ask appropriate questions. Principles of conflict should be taught along with strategies for settling disputes. A sidebar…

Reviews six new books that look at why some reforms succeed and other fail. (MLF)

Reviews 7 books on curriculum and instruction. Among the themes are that reform should begin within the schools; schools must redefine intelligence as the ability to solve problems; and schools should use the past 20 years' worth of research on teaching and learning. Two books trace the political history of the Head Start Program. (MLF)

Research shows that self-esteem is a rather fixed and stable psychological state formed by age four or five, not too amenable to change. Schools can positively affect self-esteem by fostering an environment in which individuals are always respected and valued. Boards should help districts implement the ideas and suggestions found in accompanying…

Administrators everywhere should advocate smaller schools. Tom Sergiovanni says small size is a prerequisite for transforming schools into communities of learners. Other researchers find that small schools enhance personal relationships, are more intellectually oriented, and enhance student participation and academic performance. Administrators…

Reflective teachers look at classroom problems from many perspectives and consider others' viewpoints when they choose instructional strategies. Reflection is beginning to be treated as an essential part of a teacher's repertoire. Sidebars recount an exercise in reflection. (MLF)

The number of students who change schools in the course of a year or a few years is astounding. And mobility rates keep climbing. Chicago Public Schools, which have long struggled with high mobility, report that 23% of students who entered first grade in 1999 had changed schools by the end of the year. Four years after entering first grade, more…

Describes the process approach to teaching writing and offers tips to teachers for increasing students' knowledge and understanding. (seven references) (LMI)

Describes the pitfalls that schools may encounter in requiring community service for high school graduation. In planning service-learning programs, schools should ask "In service of what?" Schools should first define their ideological, political, and social goals; provide teacher training, and incorporate the program into the curriculum. (LMI)

Teachers at all levels are encouraged to use role-playing and simulation. Unfortunately, teachers usually overestimate role-playing's learning value and often ascribe too much power to simple simulation activities. Teachers use these methods mainly to change behavior (and values), not reinforce curriculum content. Sociodramas (scenes based on…