The 2019 Kappa Delta Pi Teachers of Color Summit addressed three critical issues facing teacher education programs: recruitment, retention, and support of teachers of color upon graduation. This article highlights successful strategies for retaining students of color in teacher education programs.

Skills students will need for the society in which they will work and live shouldn't be thought of as "one more thing to teach," but rather training integrated across all curricula. This article takes a look at 21st century skills and how these skills directly impact teaching and learning. Classroom teachers need to be familiar with these skills…

This article examines standards which would define a teacher who is good enough to teach children. A good teacher should understand the development of learners. To ensure inclusive learning environments, the teacher should use understanding of individual differences and diverse cultures. The teacher should also collaborate with others to develop…

Listening is a skill, and critical listening can be taught. The earlier, the better, we say! And the authors offer some attractive suggestions. (Editor)

The author looks at a major aim of education, for which there are no standardized achievement tests. She proposes a model for teachers to work on. (Editor)

This article presents a definition of self-directed learning and a rationale for making it an essential goal in education. The adjustments needed in traditional teacher and student roles to achieve self-directed learning are considered. (SJL)

Educators can help high school and lower college students to prepare for life's challenges by encouraging their scholarly efforts, aiding them in clarifying and focusing their values, giving assistance with career education, and counseling them about the advantages of cocurricular activities. (Author/SJL)

How to restart failed readers and get them on the reading track is the theme of the authors. The problem is a major one; the solution may change many lives. (Editor)

The author reminds us that actions in education are based on ideas. The problem is to select those ideas (and ideals) of greatest value. (Editor)

Teachers are responsible for pupil progress-when they do make progress. Author asks who is responsible when they do not progress and offers some suggestions. (Author/RK)

This article, a revision of a paper presented at the West Virginia Statewide Bicentennial Conference last summer, discusses the problems of youth--in school and at work. These are of the first order in today's America. The author presents a kind of solution and pays his respects to the constraints. (Editor)

In evaluating the graded versus the nongraded school, studies show that the academic development of children hardly suffers from attending a nongraded school and there is some evidence...sketchy and tentative, to indicate it may be somewhat enhanced. (Author/RY)

Describes one elementary school's experimental, inclusive, fifth-grade class that was team-taught by a special and a regular educator, focusing on: shared decision making, curriculum development, how the teachers changed, how the students grew, and the school support system (which included the teachers, the students, the principal, other faculty…

For urban schools, concerns over curriculum standards come second. First must come a plan to stop teaching values that reinforce a curriculum for unemployment. This paper presents three methods to counteract the impact of anti-work curricula: teacher development, student development (via a school-to-work curriculum), and shaping a curriculum that…