Implications of the National Science Foundation Report on the status of science, mathematics, and social studies education. (Author)

A Deming expert explains that his 14 principles are no recipe but must be combined with the theory of profound knowledge, which poses essential questions and recognizes the importance of human variation, intrinsic motivation, and external rewards. She also debunks grading, formal teacher evaluation, tracking, and decentralized management. (MLH)

Sylwester says education must begin relying more on biology than social and behavioral science. All brain systems move from a slow, awkward functional level to a fast, efficient level. Contributions of metacognition, self-regulation, emotions, reflective and reflexive responses, comparison, and classification to cognitive development are…

Discusses recent brain-research findings relevant for educators: the brain changes physiologically as a result of experience; IQ is not fixed at birth; some abilities are acquired more easily during certain windows of opportunity; and learning is strongly influenced by emotion. Environmental enrichment unmistakably influences the brain's growth…

In response to a wide range of questions on "A Nation at Risk," the executive director of the National Commission on Excellence in Education defends its fundamental conclusions and discusses its impact and implications. (JBM)

A member of the research team that reported characteristics of unusually effective London (England) high schools discusses how educators can use the findings to improve their own schools. (Author/MLF)

According to John Chubb's research, the more influence principals (relative to that of superintendents, district offices, unions, and school boards) had over hiring and firing teachers, curriculum decisions, instructional methods, and disciplinary policy the more effectively organized schools were likely to be. Chubb recommends a public education…

Stanford Professor Lee Shulman reflects on the limitations of effective teaching generalizations and describes how case histories, or specific stories about classroom experience, can enrich our collective wisdom of experience. Certain "effective teaching" practices (like asking short, focused questions suitable for standardized testing) do not…

Wide-ranging discussion about family structure, society and individuals, a curriculum for caring, and involving the school in the community. (MLF)

Briefly discusses Phillip Schlechty's view on teacher career development with university cooperation, needs for systematic faculty development, appropriate administrator roles, encouragement of professionalism, the use of differentiated staffing patterns, and appropriate attitudes toward reform. (PGD)

An introductory editorial essay on responding differently to student differences, the theme of this issue of "Educational Leadership." Addresses problems arising from discrimination and tracking, and cites articles that show how dissimilar students can work together. (TE)

Although both mastery learning and outcome-based education require students to meet certain criteria, OBE encourages students to assess themselves. Johnson City (New York) Schools stress three outcomes: academics, work and process skills, and attitudes. The key to Johnson City's success lies in clearly defining these desired outcomes, getting…

There is growing agreement from right to left concerning the role of religion in public schools. Under the First Amendment, public schools can neither inculcate nor inhibit religion. Neutrality means fairness. Students' religious liberty rights must be protected by school policies and practices. Also, religion must be treated fairly in the…

In this interview, author Art Costa asserts that the teaching of either content or thinking skills in isolation is unproductive. To combine these approaches, he recommends selecting content for its relationship to thought processes. He also observes that administrators who model intelligent behavior thereby create a climate for thinking. (TE)

An interview with David Berliner explores his claims that research on teacher effectiveness will only be applied practically when "connoisseurs of teaching" act as teacher coaches, helping teachers to analyze the effects of their behaviors, specify new behaviors, and assess the results. (PGD)