Considering the key role of social-emotional and character development (SECD) competencies in college, career, and life success--and considering that many of those competencies are teachable--there is no excuse for failing to incorporate them systematically into our education system. That would be the equivalent of depriving children of oxygen.…

Thirty exemplary 4th-grade teachers in six states were interviewed to determine the factors that influenced their development. The teachers cited three influences on their development: specific kinds of professional development, collegial support, and a sense of engaged autonomy. They valued professional development that provided a systematic way…

Provides information on the French foreign aid program with respect to education that concentrates on the African States. (LN)

Spells out the aid Australia provides for education in foreign countries and provides statistics and information on foreign students and related programs within Australia. (LN)

An overview of the history of Federally funded programs of international education in the U.S. and a discussion of the present situation of such programs. (MF)

Supplements a previous column's laundry list of bad technology ideas with further provisos: fixating on processor speed; relying on user support; developing non-visionary long-range technology plans; leaving people out of long-range planning; and concentrating technology at the center of a network. (MLH)

Recounts the background and results of different educational programs that either sent American students or professors abroad and/or brought host-country professors and students to the U.S. (MF)

High performing schools for young adolescents are developmentally responsive, academically excellent, and socially equitable. Necessary reform elements include professional development, technical assistance, coordination, networks, data-driven decision making, enlightened leadership, improved teacher preparation, a well-informed public, and…