Describes the effects and risks of the use of the illegal drug Ecstasy among adolescents to enhance feelings of intimacy. Suggests how teachers can help prevent their students from using the drug. (PKP)

Asserts the obsessive-compulsive disorder is often misdiagnosed in children and adolescents; describes characteristics of obsessive-compulsive disorder; differentiates between normal and abnormal obsessions; suggests ways teachers can help students diagnosed with the disorder. (PKP)

A conversation with James Stigler, professor of psychology at the University of California, Los Angeles, about how to improve professional development for teachers. (PKP)

Asserts that professional development for beginning teachers should begin with induction programs. Describes three exemplary beginning-teacher induction programs: Flowing Wells School District, Tucson, Arizona; Lafourche Parish Public Schools, Thibodaux, Louisiana; and Port Huron Area Schools, Port Huron, Michigan. (PKP)

Describes the use of Friday Forums (school assemblies and special classes) for students at Kellogg Middle School in Shoreline, Washington, to provide release time for teachers to engage in professional-development activities through the Critical Friends Groups. (PKP)

Describes how staff of coeducational academy in Pune, India, use an annual, 2-day retreat to celebrate diversity and unity, share ideas, explore expectations and stereotypes, and articulate values. (PKP)

Describes four common anxiety disorders in children: Generalized anxiety disorder, separation anxiety disorder, social phobia, and panic disorder and the teacher's role in recognizing and seeking treatment for these disorders inside and outside of the classroom. (PKP)

Reviews results of four recent studies exploring the effects of various student-grouping schemes on academic achievement. Grouping plans included multiage classrooms, full-time ability grouping, and within-classroom grouping. Two studies investigated administrator attitudes toward student grouping. Several studies found that grouping plans…

Collection of personal statements from variety of elementary and secondary teachers, administrators, librarians, and specialists about their experiences as educators. (PKP)

Reviews research on the characteristics and benefits of new-teacher mentoring programs. (PKP)

Critical analysis of an article by Doyle Watts that was a criticism of an earlier article by Arthur W. Combs. (MLF)

Outlines a planned program of multicultural education that begins in the primary grades and continues throughout secondary schools. (Author/MLF)

Cites some examples of programs in which students develop basic skills in connection with meaningful activities. (Author/MLF)

The author describes a seven-part process model she used in planning alternative programs in response to changing student needs. (IRT)

Studies indicate that students who use materials chosen by their teachers score better than students using materials not chosen by their teachers even when the same materials are used. In one case 45 percent of the teachers studied had no direct involvement in the choosing of materials. (Author/IRT)