Reports findings of a case study of 13 teachers who participated in the certification process of the National Board for Professional Teaching Standards. Teachers achieved greater professional confidence, improved their analysis of instruction, sharpened their focus on student outcomes, and increased their commitment to professional growth.…

A math and science teacher who surveyed former students about their most vivid memories in her class got some surprising replies. The subject matter (or comprehension thereof) mattered more than how she taught and treated her students. Compassion, encouragement, and effort were important take-home lessons. (MLH)

Barton argues that the school accountability system now operating itself has some accountability problems. He discusses three key flaws: (1) The system ignores the fact that--because many states have not yet aligned their standards, curriculum, and test--many assessments being used don't meet basic criteria for test validity; (2) The present…

This article looks at the characteristics necessary for optional programs to be truly "optional" and to succeed. (CD)

Among the factors preventing effective curriculum management are that schools do not state their missions in specific terms or utilize their resources, and neglect systematic use of feedback. (Author/MLF)

An informal assessment of ten years of effort to achieve pluralism and shared values in schools. (Author/MLF)

Styles are hypothetical constructs that help explain the teaching-learning process. Ten learning styles and six teaching styles are suggested. (Author)

There are many effective styles of instruction; and every teacher should be skilled in at least one, and preferably in several. (Author/MLF)

Criticizes Arthur W. Combs's "Teacher Education: The Person in the Process," published in the April 1978 issue of this journal, and submits that teacher education is a process of developing highly trained and skilled professionals and that the procedure should be well-planned and designed, with specific outcomes produced. (Author/MLF)

Most teachers claim that they are not prepared to teach the elements of the everchanging curriculum. Some suggestions for remedying this situation are presented. (Author/MLF)

Individualization of instruction represents a conscious effort to reach desired goals for students. (Author/MLF)

A fuller development of imagination can bring the curriculum into a coherent, cohesive whole. (Author/MLF)

Television, with its undeniable impact, is here to stay. Educators should learn to use the medium to their advantage instead of constantly decrying its content. (Author)

Curriculum decisions should be made with awareness of the gains already made, commitment to assessment of the conditions that exist and the work undone, sensitivity to the emerging needs of the students and the community, and with thorough knowledge of how change best occurs in schools. (Author/IRT)

Criteria that characterize competent teachers of the disadvantaged are concerned with the areas of academic preparation, preservice internships, personality, and continuous professional growth. (Author/IRT)