It has been well established that controversial issue discussions are an integral component to a high-quality civic education. However, as the United States has become increasingly politically polarized, teachers have become more hesitant to engage students in discussions of controversial political issues. Two decades worth of literature on…

National right-wing media and their viewers are alleging that critical race theory (CRT) is "infecting" public school classrooms, fueling an assault on how schools should discuss race, racism, and our nation's history. This turmoil over curriculum and teaching "sensitive" topics is deeply upsetting to teachers. Principals can…

Weick's theory of sensemaking is used to analyze findings from a qualitative study of the implementation of a district-initiated adolescent intervention literacy course in two urban secondary schools. The authors concluded that implementation of the literacy course was hampered because district administrators, building leaders, teachers, and…

Students were electronically polled about the influence of the Internet in their education and ways teachers could use this resource to motivate them and increase their learning. Responses from the 956 adolescents showed that the school quest to increase student engagement could more often be met through online assignments that facilitate…

Presented in this article is the author's own experience in science curriculum change. (Editor)

Discusses the role of each member of a secondary school's athletic health care team, including the principal, athletic director, team physician, school nurse, coach or physical educator, and professional and student athletic trainers. (WD)

Enthusiasm is a necessary ingredient in every school, contends the writer, who believes it can be generated by principals and teachers who strive for variety. (Editor)

Discusses the Bay Area Writing Project's offshoot, the National Writing Project (NWP). Describes the NWP's development, design, attributes, and limitations. The program's success depends upon the commitment of administrators and all teachers, not just those teaching English. (WD)

Describes a model for principals to follow in involving teachers in implementing educational change. (JG)

Traces the history of teacher assessment and of research on classroom interactions. Lists key elements in an assessment program. Discusses the need for trained assessors, teacher cooperation, and reevaluation. (WD)

Although all teachers may not feel proficient in language instruction, every teacher can provide students with writing experiences through assignments that widen the audience for student writing, offer supportive conditions, increase and vary writing opportunities, and increase idea-producing experiences. (Author/JM)

When discipline problems arise, the referral system outlined here, in which teachers, counselors, and administrators know what is expected of them, may help principals save time and retain effectiveness. (JM)

Concerned about the differences that sometime arise between teachers and administrators in implementing the curriculum, the author clarifies some educational and personal relationships between the two to promote a more effective instructional program for students. (Editor)

This author contends that student-teacher supervision cannot be done effectively in traditional ways. He discusses five myths of supervision and explains a program developed at Portland (Ore.) State University that puts the emphasis where it should be--on the supervising teacher. (Editor)

Drawing on literature concerning department chairs' role as either administrators (line personnel) or teachers (staff personnel), this essay concludes that both roles are important and that well-developed human relations skills and managerial skills are equally necessary. (MJL)