Suggests that the National Board for Professional Teaching Standards is the best hope teachers have for changing the way they are perceived and to change the way they perceive themselves. Discusses one teacher's early teaching days, changes in teacher evaluation, and the work of the National Board. (RS)

Discusses the history of financing school construction, and the condition of America's school buildings, including the age of school buildings, the cost and consequences of deferred maintenance, and the relationship of educational program to facilities. (SR)

Notes that distance learning and computer networking can offer students in smaller or less well-financed schools more learning opportunities. (SR)

Discusses Germany's apprenticeship program, examines the emerging concept of cognitive apprenticeship, and proposes an integration of the cognitive and traditional apprenticeship methods. (SR)

Discusses principles for selecting mentor teachers, and for pairing mentors and beginning teachers. (SR)

Discusses the 1993 Family and Medical Leave Act as it affects public school teachers. Discusses basic provisions, covered employers and eligible employees, employee rights under the law, employee responsibilities, and the potential effect on the teaching workforce. (SR)

Advocates allocating more money, time, and qualified instructors to the teaching of important health issues in health education classes. (SR)

Discusses the actual evaluation procedures of magnet schools from several standpoints, including evaluation methodology, using actual evaluations, and new evaluation research areas. (SR)

Describes a successful experiment in an Idaho school district in which all middle and high school students were divided into "families," intended to prevent social, academic, and behavioral problems. (SR)

Criticizes Herbert K. Heger's article in the same issue of the journal. Argues that Heger's analysis and suggestions for solving the serious problem of teacher burnout are inadequate. Proposes changes in workplace environment and administrative support as solutions. (HB)

Argues that schools should develop and implement a comprehensive attendance policy that encourages students to have good attendance. Discusses eight questions for principals that may help determine whether their schools have a serious problem. Outlines practical suggestions for improving attendance in schools. (HB)

Relates a personal anecdote about trying to teach a child the difference between a "plane" and a "plain." Describes the difficulty of explaining the homonym to the child. Outlines the challenges of explaining such language nuances. (HB)

Recommends that the essentials of a quality education in art include a wide variety of art experiences by students, including art criticism, aesthetics, and art history. Provides a model to be used in art instruction which outlines the hierarchy of art-response levels for children. (HB)

Discusses the process by which one school district avoided teacher strikes or dissension by using a style of negotiation based on trust and cooperation. Lists the 10 main features of this negotiation style and provides additional advice based on this experience. (HB)

Discusses eight myths about school choice and attempts to settle some of the main arguments on the basis of experiences in Minnesota and elsewhere. Reviews some of the variety of established choice policies and describes the components of an effective program. (SR)