Shares insights gained when the author, a professor of teacher education, taught middle and high school for a half-year in the public schools. Discusses the school setting and the classroom experience, and offers observations on whether students have changed, the school curriculum, and school organization and procedures. (SR)

Describes three newly formed charter schools, noting how widely they differ in setting, purpose, and character. Notes six lessons that might be applicable to charter schools in other communities. (SR)

Describes New Zealand's program for beginning teacher induction, in which new primary teachers (K-8) receive weekly release time for the purpose of staff development. Argues that using this model would help combat the impending teacher shortage in the United States. (SR)

Describes a group of teachers working together to consider Action Research projects in their own classrooms in the area of assessment. Describes ways teachers can use a range of assessments (rubrics, performance assessments, checklists, and other feedback and assessments), analyzed in a variety of ways, to examine the effectiveness of their…

Argues that teachers must develop an awareness of themselves as moral agents in relationship to the curriculum and students. Discusses how teacher-education programs must be refocused on the development of an awareness of the moral and ethical dimensions of teaching, with schools of education making a significant moral and ethical contribution to…

Examines the health behaviors of educators before and after attending a six-session, eight-month inservice health-promotion course. Finds that using a combination of behavior-change strategies (including goal setting, contracting, and skill practice) can help people to develop basic, positive health behaviors. (SR)

Describes why and how assessment and accountability can and have become destructive forces. Offers a historical perspective, and examines the crux of the problem: "polluted test scores." Offers examples from the Texas Assessment of Academic Skills test, and from Chicago's summer school program. Points to directions educators might take…

Discusses (from the point of view of the coordinator of Vermont's statewide, portfolio-based writing assessment) the dangers of assessment, and how it can freeze or frustrate students or teachers. Uses examples from Vermont to argue that vigilance is necessary to ensure the survival of personal voice and style in this era of standards. (SR)

Reprints an article originally published in 1949. Determines the relative effects on learning of problem-centered and subject-centered units of instruction. Finds that pupils learned significantly more factual information and made more connections of specific rules of action with their corresponding facts with the problem type. Suggests that…

Discusses sources of nontraditional revenue for public school systems: the result of donor activities (the solicitation of goods, services, and money via direct and indirect donations); enterprise activities (the selling or leasing of services or facilities); and shared or cooperative activities (pooling functions with other agencies or…

Discusses three technological innovations that hold promise for middle and high school students with learning disabilities in reading and writing: speech synthesis programs (text-to-speech); organizational software; and voice recognition software. Examines advantages and disadvantages of each. Outlines considerations for the successful adoption of…

Reports on findings from a case study in which eight excellent K-12 public school teachers were interviewed and observed. Discusses how teachers talk about their students' different learning styles; how teachers respond to their students' different learning styles; and why teachers respond to their students' different learning styles. Notes four…

Describes how a high school social studies teacher used an online threaded discussion forum in his classes. Describes integrating the forum into classroom practice. Notes that nearly half of the students surveyed actively used the forum, even though participation was optional; and that 73% reported that it aided their understanding of concepts…

Argues that struggling readers' pessimism about their own ability to learn to read can become the most powerful obstacle teachers face in helping those students become better readers. Presents 22 practical suggestions to help teachers craft an informed, persistent, systematic, emotionally supportive effort providing students with a wealth of…