In recent years, educators have used the SAMR (Substitution, Augmentation, Modification, and Redefinition) model to describe the ideal trajectory of teachers as learners with new technology. The very same general pattern can be found in Judith Sandholtz's research from the Apple Classrooms of Tomorrow project in the 1980s and the five-phase model…

Although students do need hands-on experiences to master key skills in science, technology, and engineering, Cummins asserts, K-12 teachers should also help students understand key STEM concepts by reading, writing, and talking about the work of professional scientists and engineers. Cummins lists high-quality texts that help young people…

Thanks to the development of faster Internet and better technology tools, students and teachers can network, collaborate, co-create products, build knowledge together, and share that knowledge with whomever they want around the world. Julie Lindsay describes online resources, tools, and projects that teachers can use for online global…

Despite teachers' best intentions, traditional whole-class discussions sometimes end up sounding like the monotonous drone of Charlie Brown's teacher. But with careful planning, teachers can structure discussions that encourage meaningful student interaction and collaborative thinking, write Laura Billings and Terry Roberts of the…

A teacher is doing something right when his high school students--kids with limited English, no less--form groups and begin discussing a lesson on quadratic equations at the start of class, without any teacher direction. Bondie, Gaughran, and Zusho describe "discussion routines" that teachers at International Community High School in the…

Currently, only one-third of U.S. students read at acceptably high levels. Designed for inclusive programs, Reading Styles recognizes that everyone, not just "handicapped" students, has varying strengths and weaknesses. The program identifies youngsters' individual strengths; matches reading methods, materials, and strategies to these…

The Mukilteo (Washington) School District developed an assessment plan to provide reliable feedback on primary students' reading performance, allow documentation of student progress over time, and enlighten parents. Collaborating with the University of Washington, the district decided to employ timed oral reading fluency measures to screen all K-3…

Describes an inservice program used by the Los Angeles School District for training school administrators, program coordinators, and instructional staff members in developing plans for implementing and evaluating instructional programs. (JG)

Discusses the development of the National Assessment of Educational Progress and describes how its methods and materials are being used in Nebraska, Connecticut, Maine, and other states as a tool to improve educational programs. (Author/JG) Aspect of National Assessment (NAEP) dealt with in this document: Results (Utilization).

Describes how the Dallas Independent School District uses the research and development concept of context evaluation to help direct changes in instructional systems, materials, and methodology. (Author/JG)

Poorly organized and dominated by amateurs, hucksters, and marketeers, the net requires efficient navigating devices. Students at Bellingham (Washington) Public Schools tackle information overload by contributing to virtual museums on school Web sites, using annotated Web curriculum lists, and conducting research in cooperative teams stressing…

Deploring standardized testing deficiencies, the author obtained state funding to adapt England's Primary Language Record assessment to U.S. classrooms and piloted the literacy portion throughout California. Now 20 schools and districts across 8 states employ the Learning Record Assessment, accompanied by parental-involvement and…

Nearly 100 Minnesota secondary schools offer community service-learning courses. Assessment methods include journal writing, self-assessment, research papers, site observations, and performance evaluation by agency supervisors. A Rochester high-school teacher designed a "community interaction" standard that students may fulfill by…

In 1994, the Glenview (Illinois) Public Schools created three technology-rich educational environments (TREEs) that use alternative teaching and learning methods through networked communication technologies. Each setting consists of three teachers and about 75 heterogeneously grouped students (ages 9-12) who work collaboratively to solve problems…