Presents Schweitzer's views on the purposes of education and the role of the teacher. (SJL)

Discusses the pros and cons of different methods of hand scoring exams. Proposes a new technique, a combination of perforated responses and gray contrasting stencil background. (FL)

Considers the relationship between a physical education instructor's role as teacher and his role as potential researcher. Explains how teachers and researchers can help one another and participate in collaborative efforts. (HB)

Offers a reflection on the shootings at Columbine High School in Littleton, Colorado, on April 20, 1999. Notes how every special-interest group has used the tragedy to support its own point of view, and concludes that teachers have become bystanders in the education of America's children. (SR)

Presents a series of principles and practices that teachers can use to prevent and deal with disruptive student behavior. (FL)

Describes a classroom management system that can be used to promote a better sense of justice within the school setting and can establish a healthier understanding and rapport between teachers and students. (FL)

Discusses the resurgence of censorship in the schools. (FL)

Discusses the influence of the coaching paradigm on teaching reform and argues for an understanding of its limitations. Suggests that vital educational goals, such as the acquisition of knowledge and the employment of understanding and values, cannot be met by adherence to the coaching model. (RS)

Discusses changing attitudes toward cultural diversity and the teacher's role in promoting attitude change. Offers suggestions for helping in this endeavor. (FL)

As educators, we must do more than present information and test for its accumulation. We must prepare each mind to learn--to receive and organize information for later application. This requires both an awareness of the learner's capacities and specific action to build a "cognitive set" to receive new material. (Author/SJL)

Argues that middle and high school educators (as individuals and via their professional organizations) must create opportunities to influence decisions about the contents of high school exit tests, remembering that they have allies in parents and higher education officials. (SR)

Discusses the mystique surrounding the idea of discipline, then offers reasons why that mystique continues to influence teachers' belief systems. Concludes with an approach to discipline that is easily translated into effective practice. (FL)

Identifies and discusses some successful alternatives for coping with classroom behavior problems. (FL)

Offers suggestions based on research that can assist teachers in providing their students with more legible handwriting. (FL)

Discusses ways that teachers cause discipline problems and offers suggestions for eliminating such problems. (FL)