Describes the LabNet project that has three interrelated goals: (1) encouraging the use of student projects to enhance science learning, (2) building a professional community of practice among high school science teachers, and (3) exploiting the potential of today's new technologies. (PR)

Describes student work in collecting data about the Fresh Kills landfill in Staten Island and how their research contributed to the decision to close the landfill. Includes discussion of research into other trash alternatives for the area. (DDR)

The Hands-On and Far-Out Physics project is part of the Center for Technology, Environment, and Communication (C-TEC), a project-based learning community at Piner High School in Santa Rosa (California). This article introduces the project team, discusses member activities, presents a walking-speed experiment, and describes a Mars Colony course…

Cites three incidents of cargo being lost at sea. Discusses ocean currents and directs students in an activity to explore what happens to the floating debris from lost containers. (DDR)

Describes the ninth-grade curriculum of the Downingtown Educational Enrichment Program (DEEP) that includes student design and implementation of independent-study contracts. The program serves identified gifted students through a year-long scheduled elective course option that meets every other day and offers one-half credit. (CR)

Describes the use of Lois Ehlert's 1991 book "Planting a Rainbow" as the basis for a mathematics project involving gardening for primary students. Delineates gardening-activity suggestions related to mental math, numbers and operation, measurement, geometry and spatial awareness, time and money, patterns and relationships, and statistics and…

Details a course for teaching ethics to undergraduates. Argues that participation in service-learning experiences teaches students about moral philosophy and ethical principles for psychologists, and helps them become more sensitive to complex ethical dilemmas involved in psychology and related fields. Reports that students' course evaluations are…

Describes a project for composition classes in which groups of five to six students conceive, write, design, print, and bind a book of their writings. Discusses methodology, defining form and content of the books, offering guidance, use of in-class time, evaluation, grading, and the results. Notes that the quality of student writing dramatically…

Nearly 100 Minnesota secondary schools offer community service-learning courses. Assessment methods include journal writing, self-assessment, research papers, site observations, and performance evaluation by agency supervisors. A Rochester high-school teacher designed a "community interaction" standard that students may fulfill by…

A high-school English teacher educated his students (military dependents) about the Vietnam War by helping them discover their own parents' role and the war's effects on their lives. After compiling research and interview data, students presented scenes depicting what people brought to the Vietnam War Memorial. (MLH)

Identifies World Wide Web (Internet) sites useful for teachers. These include sites for locating lesson plans, conducting research or locating information sources, Web scavenger hunts, lesson enhancements, virtual field trips and explorations, sites that enhance collaboration, and sites for student research and for information about college…

Discusses ways to use the Internet as a pedagogical tool in higher education, with illustrations from techniques and resources used in a graduate course in accounting information systems. Examples include use of an online textbook, an Internet-based project, electronic mail, a class Web page, and Internet searching to find course-related…

Finds significant improvements (at both a Title I school and a middle-income school) in fourth-grade students' ability to find and use information after a year of research-strategy instruction that was integrated with the demands of inquiry-based content-area projects, rather than skills taught out of context. (SR)

Describes how the constant comparative method was introduced as a teaching and research tool at a Romanian university. Presents a four-step procedure for employing the constant comparative method. Suggests that the method may be well-suited for teaching sociology to small numbers of committed students in the foreign classroom. (DSK)

Discusses the use and integration of technology into the curriculum to develop literacy skills, based on experiences at Sun Valley Elementary School (Winnipeg, Manitoba). Highlights include the use of multimedia; teacher-librarians and technology; setting up a multimedia report; and producing the final project. (LRW)