Results of questionnaires sent to 85 teachers regarding various aspects of action research. (SP)

Argues that, as educators rush to reform their practices, they need to keep in mind the lesson of their past mistakes. Suggests that, if educators do not start paying more attention to being clear about assumptions and intentions as they design and promote new practices, the lack of clarity will contaminate and undermine all reform efforts. (RS)

Describes the Dunn and Dunn learning styles model. Discusses implementation of the model at an elementary school in Aberdeen, South Dakota, and how it has contributed to students' success. (SR)

Notes the popularity and usefulness of children's literature in the teaching of science, but cautions that many middle school teachers are uncomfortable teaching science and perceive it as difficult to teach. Lists six popular science trade books, gives two suggestions for using children's literature in the teaching of science, and offers a note…

Examines the two most frequently cited approaches to making video and audio passages available to teachers in the classroom: videodiscs and digital video interactive. (HB)

Examines the issue of how school districts should deal with requests to serve students with complex health-care needs. Outlines various complex health needs. Provides a suggested service plan for schools faced with such issues. Lists classroom strategies for students with complex health needs. (HB)

Discusses the "quality movement" as it relates to the management of schools. Provides historical background of the movement. Discusses the obstacles faced by administrators who strive to improve education. Argues that quality management provides answers to questions at the center of the school reform debate. (HB)

Studies and identifies the general problems that urban minority youths face in schools. Considers instructional practices impeding the academic growth of minority students. Recommends instructional strategies that are particularly beneficial to minority students. (HB)

Describes an action research project on block scheduling undertaken in Seattle/Puget Sound area high schools. Notes how block scheduling challenges conventional high school structures. Identifies nine key elements of a new model of high school and high school teaching encouraged by block period structures. (SR)

Argues that questions are essential to thought, that thinking is driven by questions, and that answers often signal a full stop in thought. Outlines the art of Socratic questioning, and describes how to construct a list of "prior questions" (questions presupposed by another question). Offers a sample Socratic dialog in a high school…

Proposes that the "question" is central to teaching and learning. Suggests that the teacher first formulate objectives and then formulate questions designed to reach those objectives. Lists suggestions for developing questions and general question strategies. (EL)

Suggests the utilization of more administrative team members in the role of classroom observers. This would include the principal, his assistants, and the department chairmen or supervisors. (Author/RK)

Argues that schools, in trying to restructure to improve education, must tap the resources of all employees, including women as potential managers. Outlines ways that administrators and other influential groups might encourage women to step forward as managers and administrators. (HB)

Describes a process for assessing and strengthening teachers' classroom performance based on the use of camcorders. Explains how this process is done with preservice and inservice teachers. Suggests methods for professional self-development using camcorders. (HB)

Advocates the collaboration of colleges and high schools in charting out and incorporating skills and curricular objectives central to both institutions. Provides a historical perspective. Presents data from surveys of teachers and students concerning which areas and skills should be improved among students. (HB)