The whole-language movement is challenging educators to reconsider their early childhood programs and assumptions about children and learning. This article explores four promises of whole-language philosophy central to early childhood education (language, active learning, play, and home-school relationships), and explores some program…

An almanac of activities helps elementary students learn about rights in their lives. The activity book focuses on the Bill of Rights and on student rights in the home, school, and community. It includes posters, student activities, resource lists, and teaching aids. (SM)

Discusses the formation of communities of electronic learners through computer networks. Topics addressed include differences from face-to-face communication; the rapid evolution of electronic communities; and rights and responsibilities of electronic communities as outlined in the Bill of Rights and Responsibilities for Electronic Learners. (LRW)

Existential principles--celebrating authenticity and fostering the courage to be--can be applied in the classroom by using teachable moments, varying questions (imaginative-divergent, evaluative, hypothetical), and providing students opportunities to make meaningful decisions and accept responsibility. (SK)

Learning is not a spectator sport but requires active learners who integrate new experiences into existing cognitive structures. Principals can help students develop self-responsibility by initiating discussions on this topic, identifying and sharing multiple learning resources for student use, and modeling uses of assignments based on mastery…

Discusses a number of ways teachers can educate students toward being more responsible. (SR)

Students will be more engaged and motivated in settings that empower them and enable them to develop skills of working in community. Accepting responsibility for themselves and helping others learn creates personal investment and connection. (SK)

To make schools safer places for students, educators must incorporate eight conditions that promote young people's aspirations: belonging, community, and participation; sense of accomplishment; heroes (caring adults); curiosity and creativity; spirit of adventure; fun and excitement; leadership and responsibility; and self-confidence. (MLH)

Explores the value of a student charter of rights and responsibilities and uses as a case study the development and implementation of a student charter at Deakin University (Australia). Notes the primary purpose of developing the charter was quality improvement and offers data showing support by students and staff. Suggests the need for a specific…

Investigated the perceptions and attitudes of mothers of Grade 2 children about homework practices. Found a consistent set of homework practices but considerable variation in the views held by mothers. Findings posed implications for the development of children's sense of responsibility and responsible homework practices. (Author/KB)

Schools in Alberta, Canada are trying to create environments that promote respect and responsibility in students and staff while providing an opportunity for students to meet required academic standards. The background of the Safe and Caring Schools Initiative is discussed. This program, which tries to reduce disruptive behavior and improve…

Uses the example of a diploma in religious education course to explore what constitutes action learning. Concludes that, since students do not set their own agenda for growth and change and do not work on genuine problems resulting in real-world action, it is not action learning. However, experiential opportunities to challenge existing belief…

Acceptance into a doctoral program is personally affirming and gives rise to optimism. It is also true that any change in the life of a person, even an apparently positive one, causes stress. The first cohort of students in a new doctoral program in counseling writes about the impact of embarking on a doctorate on themselves and their significant…

Finding voice is often the most intimidating stumbling block to authentic writing in the classroom. Linda Rief offers insight into tapping students' passion and promoting personal responsibility for learning with her "quickwrites," and includes a checklist of ways to elicit writing that matters.

This article discusses the Council for the Advancement of Standards in Higher Education (CAS) which celebrated twenty-five years of service, stewardship, and spirit in 2004. CAS is a consortium of thirty-five higher education associations whose directors achieve consensus on the nature and application of standards that guide the work of…