Much has been written in the grading literature regarding the continued use of traditional teacher grading practices that impede effective teaching and learning, yet teachers continue to assign grades using a mixture of factors. The purpose of this mixed methods study was to explore secondary teacher perceptions of their grading practices, the…

The writers describe how apparently ordinary decisions about what to say when talking with children can have substantial effects on their learning and development. The language we use with children influences, among other things, who they think they are, what they think they're doing, the relationships they have with others, the strategic…

The National Council of Teachers of Mathematics' "Principles and Standards for School Mathematics" outlines fundamental elements that are crucial for creating a problem-solving and inquiry-driven classroom learning environment that highlights conceptual understandings of mathematics ideas. Even though this document outlines…

Discusses 3 different categories of literacy programs discerned in observations of 37 kindergarten classrooms over an 8-year period: maturationist teachers, basal teachers, and emergent literacy teachers. Provides perceived rationales for the existence of these categories. (SR)

Offers ideas on how to incorporate the principles espoused by Stephen Covey with the music classroom: (1) be proactive; (2) begin with the end in mind; (3) put first things first; (4) think win/win; (5) seek first to understand, then to be understood; (6) synergize; and (7) improve skills. (CMK)

A report is given of a procedure that may be used by teachers to reconsider their educational beliefs and practices, and determine whether their teaching behaviors are in accordance with their professed beliefs. Part I of the procedure, the Educational Beliefs System Inventory, is a 69-item inventory composed of statements of beliefs about human…

This empirical study was conducted to explore both the influence of assessment on teachers' classroom practice during an assessment driven educational reform, and the principle underlying assessment driven instruction, i.e., "what you test is what you get." Factors targeted at the level of assessment were performance-based or objective…

Teachers responsible for transforming their vocational education programs into career and technical education (CTE) programs need to concentrate on ensuring programs' technical and academic rigor, engaging in collaboration in school and in the community, keeping current through professional development experiences, and extending learning beyond…