This document consists of the three 1990 issues and the two 1991 issues of a journal that publishes articles on the education of Hawaii's children. The journal covers such topics as teaching strategies, instructional settings, and cultural differences. Articles in the January 1990 issue consider: (1) reading and literacy in the Kamehameha Elementary Education Program; (2) phonics and word identification; (3) language development in the classroom; (4) ways to encourage voluntary reading; (5) methods for developing students' reading comprehension; and (6) ways to develop student writing in kindergarten. The May 1990 issue, which is dedicated to the prekindergarten educational program, discusses home visits; a traveling preschool; center-based preschools; children as storytellers; conversations during story reading; reading to younger children by older children; the relationship between home and school; and the child as a member of a culture. The September 1991 issue reports on the Preservice Education for Teachers of Minorities (PETOM) venture, an experimental program for teacher education. Articles examine: (1) PETOM's approach to cultural issues in education; (2) principles of teaching and learning; (3) art in the PETOM curriculum; (4) models for teaching science and mathematics; and (5) the perceptions of PETOM by its graduates. Topics of articles in the March 1991 issue include: (1) a framework for reading instruction; (2) the curriculum framework and classroom application of a whole literacy approach; (3) ways to encourage reading and writing; (4) word reading strategies in a whole literacy classroom; and (5) phonics instruction. The September 1991 issue contains four articles that comprise an overview of issues involved with the authentic assessment of students' learning, three articles on authentic assessment measures used in KEEP (the Kamehameha Elementary Education Program), and seven commentaries on the use of authentic assessment. (BC)