We will never teach all our students to read if we do not teach our most at-risk students to read. Another way to say this is: "Getting to 100% requires going through the bottom 20%." Teaching all students to read requires a school level system for early identification of at-risk students and a school level system for providing those students with…

This document contains a workshop presentation for elementary mathematics teachers. The purpose of the workshop is to demonstrate methods for teaching computational concepts beginning with concrete materials and moving to expressing these concepts abstractly with numerical symbols. Section headings are: (1) "Introduction"; (2) "Sorting and…

The original intent of this project was to improve the quality of the elementary science component of the Utah State University elementary science preparation program. The original impetus for the project resulted from a combination of a desire to continually improve an already sound elementary program, local concern over the quality of science…

A workshop on mathematics and science careers for girls was part of an effort to remediate the effects of past sex bias on females' career and vocational choices. A model for organizing and conducting a conference with emphasis on careers for women in math and science is offered for educators in this publication. The guide includes: (1) planning…

Sexual stereotypes and bias are prevalent in U.S. public schools. The paper presents samples of common biased behavior by teachers and offers a quiz for teachers to determine whether they are guilty of gender bias. Suggestions for exposing and changing gender-biased behavior and resources for further information are included. (SM)

Examines six issues that can make or break an inclusion program (commitment, flexible scheduling, working as a team, making modifications, classroom setup, and believing in the students). Information is provided on statistics on inclusion by state, percentages of students with various disabilities in regular classrooms, and resources and…

The purpose of a child's participation in a science fair is to experience learning. Seven steps to creating a successful project are described. (MT)

Considers the change in attitude about teaching keyboarding in the elementary school and outlines objectives for an inservice workshop to train elementary school teachers to teach keyboarding for computer literacy. (SK)

Magic can stimulate children to think creatively and retain what they learn. This article offers tips and step-by-step instructions to bring magic into the classroom. Children learn scientific principles, are required to read and follow sequential instructions, and are encouraged to stand in front of the class. (MT)

This booklet contains helpful hints and teaching tips to enable the teacher in grades 3 through 6 to move toward new instructional and assessment standards across the curriculum. Following an introduction, the chapters are: (1) "What Is Productive Instruction?"; (2) "Preparing for Productive Instruction"; (3) "Planning…

By providing children with both the tools to learn basic facts and access to facts not yet learned, teachers give children the freedom to attend to the meaning of algorithms and word problems, which play an important role in the application of mathematics in daily life. (MP)

Strategies for choosing themes for theme teaching include limiting subject areas, integrating skills, balancing teacher- and student-generated themes, avoiding cutsey activities, drawing from various arenas, avoiding overly long themes, avoiding yearlong or schoolwide themes, understanding the themes, repeating themes, and borrowing themes from…

Discusses how teachers and parents can help children turn everyday experiences into topics to write about, whether in the form of personal journals, autobiographical essays, or poetry. (MDM)

Discusses how book clubs can function as a professional development tool for teachers, and offers advice on how a book club can become a reality. (SR)

Suggests that elementary educators may be receptive to technology education because of the relevant, authentic experiences needed in the elementary classroom and an interest in teaching children about technology. Provides examples of adapting secondary technology activities to the elementary level. (JOW)