Argues that Catholic schools need to consider what makes a school Catholic when confronting issues of architectural design. Addresses differences in needs between elementary, middle, and high schools, and offers a case study that illustrates a successfully designed urban Catholic high school. (NB)

Presents a quiz to help high school principals determine their educational philosophy and the degree of compatability between philosophy and practice. Presents research findings showing that conventional approaches to instructional factors, such as furniture, scheduling, student mobility, instructional methods, and homework, may not be the most…

Provides statistical demographic profiles of teachers in public, Catholic, and private schools. Presents measures of average teachers' professionalism, and numbers of teachers by age who are leaving the profession. Focuses on the percentage of schools that offer benefits, and the teacher attitudes regarding teaching conditions. Lists the…

Describes the efforts of an inner-city elementary school teacher to create a functionally literate environment in the classroom by linking written language to classroom routines, giving children many opportunities to write and receive written communication, and encouraging group learning. Explains the teacher's role in creating a print-rich…

Describes cooperation and affirmation activities designed to create a classroom environment in which children interact peacefully and resolve conflicts creatively. Exercises include cooperation drawing, group hand prints and shadow murals, a circle game entitled "Rainstorm," student interviews, affirmation shows using video, affirmation clapping,…

Explores the significant findings that have emerged from research about the human brain regarding the importance of creating a brain-compatible learning environment. Presents eight components of a brain-compatible learning environment: absence of threat, meaningful content, choices, adequate time, enriched environment, collaboration, immediate…

Argues that, while children need to learn the syntactic, symantic, and graphonic cuing systems necessary to reading, the ultimate focus of elementary reading instruction should be reading for meaning. Describes an ideal classroom where students constantly interact with reading and writing and developing personal motivations for effective language…

Supported by American University's chemistry department, once a week science classes are offered to elementary school children. (CB)

Describes the development of a safe, caring community in the classroom where students feel cared for, where they are able to learn, and where they learn to care for others. Describes the implementation of an assortment of community-building activities divided into two areas: establishment of rules and establishment of rituals and routines. (VWC)

In order to present new options in teaching and learning administrators must provide incentive toward adapting to educational change. (RK)

Expresses concern that instructors have become less creative and less skilled at eliciting student creativity as a result of proliferating planning processes and workshops. Gives new and startling descriptions of how life creates and develops more life. Asserts that instructors need clear intent in the classroom but should not always expect…

Argues that students' self-esteem must come from within. Provides strategies to help teachers create a classroom environment that allows students to build their own self-esteem, including (1) encouraging instead of praising; (2) building self-reliance; (3) creating a positive atmosphere of belonging; (4) recognizing individuality; and (5) modeling…

Argues that classroom learning requires teachers who are keenly aware of everything that poetry and art bring to human existence, as well as an environment that is stimulating and peaceful. Describes elements of successful classroom environments. Suggests methods for teaching poetry and for inspiring students to create paintings. (AJL)

Examines four dimensions of peacemaking that teachers at all grade levels can practice with students in the classroom and encourage parents to support at home. Focuses on the importance of an affirming climate, modeling and promoting cooperation, teaching conflict resolution skills, and family/class meetings. (DMM)