Argues that grading and evaluation need not be as pervasive as they seem. Explores ways teachers can step outside grading: nongraded writing assignments, portfolios, and grading contracts. Explores how it is possible to go further and step outside the mentality of evaluation by using certain descriptive and analytic responses to student writing.…

Discusses middle school teachers' responses to the challenge that a responsive curriculum cannot be rigorous. Notes teaching and educational reform strategies demonstrating the academic value of integrated curriculum. (JPB)

Examines the effects of contextual and individual factors on attitudes toward bullying among prospective teachers. Results reveal a significant main effect of the contextual factors on which acts were labeled as bullying; the perceived seriousness of bullying; and the likelihood of intervention. Analysis reveals type of aggression, witnessing the…

Reviews the social sciences literature and reports on the interventions used by professionals and policymakers to reduce school violence, in addition to the effectiveness of the interventions. Recommendations consistent with social work principles are made for social workers concerned with school violence. (JPS)

Discusses teachers' perceptions of an externally imposed appraisal process at a small British special school. Examines teachers' experiences to explore whether appraisal can be a learning process enabling schools to become learning organizations. Teachers will only become conscious, competent learners if they design their tasks within a flexible,…

Effectiveness cannot be found in the mediocrity arising from programs that require lessons, teaching strategies, and precisely executed materials to ensure integrity. Expensive, scripted programs like Success for All are designed not to improve teaching, but to render the art of teaching unnecessary. (MLH)

Investigates how primary teachers in four upstate New York districts used the state standards in a summer cross-district curriculum development institute. Interprets teachers' perceptions of the standards and describes the teachers' curriculum projects in light of the four district contexts in which the teachers worked. Illustrates the influence…

Focuses on the experiences of some New Jersey teachers and reviews John Goodland's five types of curriculum in an effort to describe the nature of Holocaust education in the United States. Provides suggestions of how Holocaust education can be taught in an age-appropriate manner for K-4 classrooms. (CMK)

Reviews narratives of resistance in the field of composition and writing studies in order to consider the teacher-student relationship. Suggests that an understanding of the dynamics of this relationship may help find ways to mitigate this component of the teaching of writing. (NH)

Under North Carolina's ABC's accountability program, public schools are labeled "exemplary,""meets expectations,""adequate performance," or "low performance." Teachers are given $1,500 bonuses if their schools exceed expectations. A survey found that mandated tests increased student anxiety and negatively…

Preschool teachers and directors from special education, Head Start, and day care centers completed a questionnaire assessing their perceptions of diversity and resources utilized in relation to diversity. Respondents indicated that children with "differences" should be treated like "children"; children with "differences" were defined by the…

Introduces Information for Growth (IFG), a self-assessment survey for catechists, accommodating not only religion teachers and catechists but also any adult desiring spiritual growth. Puts forth the experiences with IFG of several leaders in the field of religious education, providing a unique perspective on the benefits of the IFG survey. (VWC)

Presents a study that surveyed teachers nationwide who received National Board Certification in Art. Survey questions centered on the extent to which teachers changed practice and enhanced student learning, level of support received if a higher education institution supported the application, and how universities might better support applicant's…

H. Abikoff, M. Courtney, W. E. Pelham, and H. S. Koplewicz (1993) presented elementary school teachers with a videotape of a 4th-grade male child exhibiting behavior associated with either Attention Deficit Hyperactivity Disorder (ADHD) or Oppositional Defiant Disorder (ODD). Comparisons with ratings generated from a control tape (same child…

The lines separating the components of educational, personal, and career counseling may be becoming less distinct. A shift to a new paradigm of holistic adult learner counseling by adult educators is evolving, with several major implications for the adult educator. Whether in a classroom setting or during one-on-one sessions with students, the…