Offers brief summaries of contributions made by several of Christopher Columbus's contemporaries, including Nicholas Cusa, Leonardo da Vinci, Michelangelo Buonarroti, Nicholas Copernicus, Johannes Gutenberg, Sir Thomas More, Desiderius Erasmus, and John Colet. Urges modern Catholic educators to learn from these risk takers and visionaries. (DMM)

Describes a step-by-step process for writing a winning application for the U.S. Department of Education Elementary (or Secondary) School Recognition Program. Underscores the importance of faculty involvement. Explains the application process, covering brainstorming, administrative questions, the first and final drafts, and use of various readers.…

Describes a research project identifying promising practices in teaching ethnically diverse children in seven Denver elementary schools. Reveals that successful teachers create a stimulating environment, individualize the curriculum, use flexible reading groups, allow relaxed unrestricted movement, focus on cultural continuity, and stress mutual…

Agrees that strong dissent by a teacher with church teachings is undesirable in a high school classroom. Suggests that "reserved dissent" (i.e., admission of personal doubts and concerns not precluding possible assent or appreciation of a doctrine's good points) can be a positive influence and lead to valuable class discussions. (DMM)

Describes the use of "guided imagery tours," brainstorming, and other class activities to foster creativity and problem solving in a second-grade classroom. (DMM)

Mary Hatwood Futrell, President, National Education Association; Gorden M. Ambach, President, University of the State of New York; Marian Wright Edelman, President, Children's Defense Fund; Rene C. Gonzalez, Office of Educational Research and Improvement; and Nancy Reagan identify students' noninstructional needs. (DMM)

Urges parents and teachers to face the topic of death realistically and naturally, discussing how and when the subject should be raised with children. Considers forms of grief, age differences in children's understanding, theological explanations, and the importance of helping children name/describe their feelings and allowing them to grieve. (DMM)

Offers guidelines for teachers in telephoning to set up visits with parents and dealing with visits by irate parents. (CBC)

Offers suggestions to help teachers deal with international students in early grades, e.g., make a relaxed and welcoming first impression; include international pupils in group activities from the beginning; explain appropriate classroom standards of behavior; and incorporate parents in the learning process. (DMM)

Reviews definitions of learning disabilities and program delivery practices, particularly mainstreaming. A short case study is appended. Part of a theme issue on the disabled. (SJL)

Discusses various meeting points between student and teacher, focusing on academic, moral, and affective relationships. (DMM)

Focuses on the determination of Catholic teachers to instill values and quality education into their students. Depicts teachers as educators of the future world as well as the future church. States that Catholic educators have held strong to their beliefs and their vocation as teachers, and in doing so have helped Catholic education survive many…

Asserts that, for catechists, being a "faith sharer" is more important than merely imparting knowledge. Presents guidelines that may assist catechists in developing a program that builds both knowledge and character: (1) teach responsibility; (2) encourage self-discipline, independently and as a community; and (3) care for others. (EMH)

Discusses St. John Baptist de La Salle and his belief that teachers were called by God, through baptism, to view their role in the life of the school as a ministry, not just as a job. Suggests "Lasallian schools" as a model for preparing teachers to touch the minds and hearts of children entrusted to them. (VWC)

Urges Catholic schools and parish centers to take an immediate, honest, and proactive response to AIDS education; accept adolescents as a high-risk group presenting unique challenges for AIDS education; and adopt a moral stance rooted in gospel values. Proposes an ongoing agenda for AIDS education. (DMM)