By providing children with both the tools to learn basic facts and access to facts not yet learned, teachers give children the freedom to attend to the meaning of algorithms and word problems, which play an important role in the application of mathematics in daily life. (MP)

Describes the implementation of a master teacher program in the Webster Groves School District, St. Louis County, Missouri, in which teachers systematically identified as excellent in instructional practice were given specialized training and support to enable them to become in-service leaders and workshop directors in staff development…

Reviews research studies which deal with the relationship between the time students spend engaged in learning and their subsequent achievement performance, and examines the emerging implications of these studies for the classroom teacher. (MP)

Focuses on issues related to using recent findings from research as a knowledge base for making decisions about teacher mastery. Suggests that if the present body of knowledge about effective teaching is used to select master teachers, some excellent teachers will be overlooked and some ineffective teachers will be designated as masters. (RH)

A variety of practical techniques and suggestions for fostering creative writing in the classroom. (CS)

Suggests that emerging skills for competent teaching are similar to those required of the industrial supervisor. Outlines executive and counselor roles of teachers. Indicates lack of management training in teacher education. Accents management skills useful to teachers. (RH)

Argues for broadening the perspective of formal curriculum in U.S. schools, so that schools can prepare students to function in a global community. In developing the rationale for global education, efforts by teachers to promote a broader perspective are reviewed, and steps necessary for promoting a global perspective are considered. Resources for…

Describes the mental process that teachers engage in while making preactive planning decisions, and presents a general-process model of teacher planning consisting of three stages: (1) problem finding, (2) problem formulation/solution (design), and (3) implementation, evaluation, and routinization. (MP)

Teachers with relatively high scores on the Defining Issues Test of moral development, contrasted with teachers with relatively low scores, had a more democratic view of teacher and student roles, and saw rules as protecting the rights of individual students as well as the group's rights. (NH)

Explores use of historical fiction in elementary social studies curriculum. Examines the value of historical fiction for children and social studies goals it supports. Offers suggestions for using historical fiction in primary and intermediate grades and recommends specific books. (RWB)

Describes goals to reform the school curriculum advocated by recent ethnic revival movements of Western societies and the factors that have prevented significant reform. A strategy is proposed that conceptualizes a teacher as a cultural mediator and an agent of change, and a social studies curriculum that promotes social criticism and civic…

Offers a descriptive theory of the nature of classroom tasks. Describes the interplay among (1) the conditions under which tasks are set; (2) the cognitive plans students use to accomplish tasks; and (3) the products students create as a result of their task-related efforts. (SKC)