Translating ethics knowledge into ethical behavior is much harder than it appears, writes Sternberg. In this article, he outlines an eight-step process that individuals must go through to act in an ethical way--for example, recognizing that there is an event to which to react, taking personal responsibility for generating an ethical solution to…

Ethical teaching dilemmas generally fit four patterns: individual versus community, truth versus loyalty, short-term versus long-term, and justice versus mercy. Research discloses five core shared values: compassion, honesty, fairness, responsibility, and respect. When choosing among end-, rule-, and care-based resolution approaches, teachers'…

The author responds to criticisms (EA 519 522-525) of his "great tradition" article (EA 519 521). Points out that only one philosopher in the past 24 centuries was sympathetic to giving choices to children and adolescents. (MD)

The purpose of this article is to offer a process for motivating people for change based upon specific strategies. (Authors/CB)

Recounts changes in the responsibilities of states, school districts, and schools for curriculum development during the past 80 years. (MLF)

The basic principles of program survival include one person assuming responsibility for a new program, continuing staff development, and altering a new program to benefit and improve student achievement. (MLF)

How has No Child Left Behind (NCLB) affected you, your students, or your school? Educational Leadership wanted to know so we asked readers to tell us their stories. Some respondents questioned whether NCLB acknowledged the true purpose of education, many bemoan the seeming necessity of having to "teach to the test," and some have…

The loss of public confidence in the schools can be countered through carefully thought-out programs of individual and group action. (Author)

Shares observations on the state of education as seen from the vantage point of the nation's capital, at the beginning of a new year. (Author/MLF)