This article describes the efforts of the University of South Florida's Department of Special Education to change its approach to educating special education teachers, by making a total commitment to align its work with public schools in developing a network of Professional Development Schools to reflect a collaborative model of training and…

Discusses four similarities between early childhood education systems in Oxfordshire, England and Reggio Emilia, Italy. Similarities between the two school systems include an integrated curriculum; (mixed) age grouping and school organization; the teacher's role; and the pedagogical underpinnings. (BB)

Maintains that, although courts have ruled that poor people accused of crimes must be provided legal services, most court cases involve civil law. Presents a secondary school lesson in which students review 11 mock civil court cases and decide whether or not free legal counsel should be provided. (CFR)

Describes implementation of an elementary science program, Developmental Approaches in Science and Health (DASH). The discussion centers on changes in the teaching-learning process suggested by various views on learning and on instructional strategies that can be gleaned from these views and applied to elementary science instruction. (SM)

Outlines the advantages and disadvantages of using a single textbook in a college-level economic geography course. Argues that, if a course text is used thoughtfully, the advantages can outweigh the disadvantages. Asserts that students must take greater responsibility for their own learning and develop independent inquiry skills. (CFR)

Reforms in American schools should concentrate on the development of higher-order skills and on assessments that support them. Reform should move beyond conventional tests that are of little use to students. Applications of cognitive psychology in the real world, including cognitive apprenticeships and interactive learning environments, are…

Asserts that the Civil Rights is the clearest and most accessible example of nonviolent resistance to injustice in U.S. history. Discusses two common misperceptions among students about the Civil Rights movement. Presents a three-day classroom activity, including a bibliography and primary source readings. (CFR)

Asserts that geography teachers teach how to derive information about history and culture from maps, photographs, and observations of real landscapes. Reviews four books: (1) "From Sea Charts to Satellite Images;" (2) "Historic Illinois From the Air;" (3) "Cultural Geography on Topographic Maps;" and (4) "US 40." Includes suggested student…

Examines the meanings of power in relation to questions about leadership, language, curriculum, school knowledge, and program development in a community-controlled Navajo school; describes in first-person-singular detail how power was used as a prescriptive notion to create English and Navajo literacy programs that specify conditions for student…

Procedures to overcome four major factors that cause many middle-school-aged students to lose interest in, and start having trouble with, learning mathematics are discussed. The factors are identified as consisting of more difficult mathematical content, students' orientation toward concrete learning, peer influence, and students' rapid physical…

Examines contexts pertinent to teaching religious literature as literature at secondary and college levels. Explores effects of teaching religious literature in public schools, stressing maintaining secular goals. Considers influences of literary criticism. Advocates teaching practices that respect the full range of student religious traditions…

Offers a two-day lesson plan for secondary literature classes, using biblical proverbs from the New Revised Standard Version of the Bible, Benjamin Franklin's "Poor Richard's Almanac," and anonymous adages. Identifies objectives, materials, procedure, evaluation, and suggests student projects. Includes proverbs for discussion and…

Outlines difficulties of introducing art critiques in the elementary classroom. Recounts how problems were overcome by providing focus and allowing students to decide which classmates should critique their work. Provides a structure for critiquing art that builds verbal and analytical skills as students proceed from kindergarten to grade six. (KM)

Argues that evaluation and assessment are essential to both the practical and conceptual aspects of art education. Outlines criteria and guidelines for developing different evaluation methods. Proposes a process model for evaluating students' work. Maintains that all students will enhance their learning if they negotiate the criteria and purposes…

A Canadian art teacher informally observes art education curricula and assessment methods in England, Wales, Scotland, and Holland; and compares these with North American and Canadian practices. Discusses issues concerned with art history, national curricula, and multicultural education. Suggests that systematic assessment of students' work and…