In response to legislative mandates that schools use evidence-based instructional practices, the National Secondary Transition Technical Assistance Center has identified evidence-based practices and predictors in the area of secondary transition for high school students with disabilities. This article provides an overview of practices and…

This article discusses a qualitative case study examining one middle school's response to intervention (RtI) efforts. Study participants included the principal, assistant principal, and members of the school's leadership team. A description of the RtI consensus and infrastructure-building processes, consideration of the RtI facilitators, and a…

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…

Students are more accustomed to receiving knowledge than to questioning knowledge, challenging underlying assumptions, and seeing inconsistencies and irrelevancies. The Socratic method requires teachers to challenge students' critical thinking abilities by developing questions based on analogies and hypothetical situations. Although the Socratic…

Liberty (Missouri) Senior High School's Teacher Improvement Project required identifying effective teaching behaviors, having teachers select 15 behaviors for implementation, creating a process for assessing progress and providing feedback, and making resource personnel available. The article lists 21 effective teaching behaviors and identifies…

There's more to small group instruction than just fewer students, point out the authors who describe several techniques teachers should employ to make their small group teaching effective for learners. (Editor)

The instrumented team approach at St. John's High School, South Carolina, succeeds in getting general students to meet serious intellectual challenges because group learning counters the problems of poor reading ability, fear of failure, absenteeism, limited time, and underestimation of the importance of school. (MJL)

Two approaches to teaching the same unit of study are described. The author favors the approach that allows for student involvement and student-centered teaching. (Author/DS)

Convinced that many current social studies programs are not effective in teaching government and politics, author encourages schools to initiate political field experiences. Describes how, explains why, and warns of the problems school administrators are likely to encounter. (Editor/RK)