Describes the Beginning Teacher Effectiveness Training program, intended to help beginning teachers eliminate unnecessary daily decisions, establish effective routines, and use effective teaching practices, by close cooperation with a mentor (an experienced colleague) and through encouragement, praise, and reassurance. (SR)

Describes teaching plagiarism to students of English as a Second Language by treating it as a technical, ethical, and cultural issue, and by giving students ample, semester-long opportunity to practice their newfound skills. (SR)

Relates the story of a ninth-grade student who worked to convince the school board to allow changes in policy to adapt to his best friend's strong reaction to bright lights which handicapped his friend's efforts to learn. Urges teachers to experiment with learning styles and add to the existing body of research. (SR)

Discusses national teacher certification efforts by the National Board for Professional Teaching Standards (NBPTS). Notes responses from governors, school districts, and in educational journals, and mentions three booklets available from NBPTS headquarters. (SR)

Discusses some major changes that computers, calculators, and graphing calculators have brought to the mathematics classroom, including quasi-empirical studies in the classroom, use of multiple representations, emphasis on visualization, emphasis on tables, an altered classroom "ecology," and increasing complexity for students. (SR)

Describes how students learn and how they are evaluated at the secondary level in the Hungarian school system. Notes also the process and standards for university admission. (SR)

Finds that superintendents regarded the cooperating teacher as the most credible source for providing both written and oral information about first-time teacher applicants, followed by the cooperating principal, previous employers, and teachers in their districts. (SR)

Discusses the theory behind portfolio assessment, and portfolios and student learning. Responds to three questions to address the growing interest in portfolios and the natural skepticism of teachers about them. (SR)

Discusses the exact meaning and limitations of commonly used types of standardized test scores: grade equivalent scores; percentile ranks, and standard scores. (SR)

Discusses recommendations of the Kentucky Department of Education's Task Force of High School Restructuring, and notes how some of its recommendations recall W. H. Kilpatrick's "project method" from the early 20th century. (SR)

Argues that the science curriculum of the future should attempt to link a working knowledge of science to the common aspects of everyday life. Shows how such an objective relates to the belief systems of individual students, which often vary from that of instructors. (HB)

Argues that a teacher's beliefs about self and profession, which affect morale, motivation, and satisfaction, are based upon unconsciously self-told tales or personal myths. Describes Joseph Campbell's concept of personal myth and shows how teachers might alter it to improve morale and self-esteem. (HB)

Claims that knowledge about how content, students, and learning interact with pedagogical knowledge when decisions are made in the teaching environment must be a central concern of teacher education programs. Provides a model by which an awareness of such knowledge can be imparted. (HB)

Argues for the implementation of mentoring programs for beginning teachers. Outlines theoretical and practical aspects of the concept of mentoring, mentor qualities and expectations, mentoring activities, and outcomes of mentoring. (HB)

Argues that all students are gifted in different ways, and proposes that instruction should focus on fostering gifted behaviors rather than on "gifted" students. Defines gifted behaviors that should be fostered and presents a program by which they can be achieved. (HB)