Maintains that a liberal education emphasizing the humanities provides teachers with a more expansive view of the world and the ability to adapt to changing paradigms. Outlines strategies, developed through a two-year project, for achieving this goal. Describes the project and includes a reading list. (MJP)

A White Australian professor of a class on Indigenous women's dance has her Aboriginal sister-in-law conduct workshops on Indigenous dance. The classroom dynamics resulting from the complex power relationships (teacher as White woman, Aboriginal family member, and students) disturbs Western paradigms. The responsibility of "safely…

Discusses the process of weeding, updating, and building a school library media collection that supports the state curriculum. Explains resource alignment, a process for using the shelf list as a tool to analyze and align media center resources to state curricula, and describes a five-year plan and its usefulness for additional funding. (LRW)

Describes a first-grade teacher's research in her own classroom, and shows how an apparently minor decision contributed greatly to inequality, unintentionally giving an already privileged group of students more knowledge and power, and decreasing the opportunities for knowledge and power of an already oppressed group of students. (SR)

Argues that with the increase in hands-on approaches to science, teachers are using more hazardous science demonstrations with less conceptual understanding than they should have. Poses questions for discussion within the chemical education community regarding the presentation of demonstration-based sessions at conferences. Stresses the…

Focuses on performance, processes, and attitudes of 19 kindergarten students who participated in a semester of process writing and instructional activities, asking whether kindergartners can effectively engage in a writing workshop on a sustained basis. Indicates process writing instruction allowed students to show appreciable, measurable gains in…

Recounts the experiences of a group of K-12 social science educators attending the University of California, San Diego's Summer Institute. The Institute gathers K-12 educators and university professors for lectures, lessons, and interactive projects. The sessions focused on recovering unheard voices and perspectives from history. (MJP)

A study compared the effectiveness of a 1-day parent workshop to improve parental self-efficacy in the management of problem behaviors associated with Asperger syndrome and six individual sessions. Parents in both intervention groups reported fewer problem behaviors compared to controls. Mothers reported a significantly greater increase in…

Virginia's statewide plan of educator preparation in functional behavioral assessment, as required under the Individuals with Disabilities Education Act, is described. The step-by-step training process facilitated positive academic and nonacademic outcomes for all students. Preliminary data support the effectiveness of both the content and…

Qualitative research was used to examine transition experiences of 9 young adults with severe disabilities during their last year of high school along with their parents and professionals. Students were remarkably articulate about plans following graduation but had few opportunities to fulfill them meaningfully. Differing perspectives of parents…

This article describes a four-session summer program that provided parents of children with speech and language delays with information on the importance of phonological awareness, research-validated teacher training materials on early literacy, and training on how to use the materials. The Summer Sound Camp was conducted in a home setting.…

Provides a step-by-step description of the process used to develop an HIV/AIDS prevention workshop for professionals who work with gay and bisexual men in a rural region where HIV/AIDS is perceived as irrelevant and public discourse on the topic is rare. Discusses obstacles overcome in determining a focus for the proposal and a focus for the 2-day…

Addresses the issue of foreign language instruction for elementary and junior high school children in Texas, and describes and assesses a five-week workshop that was designed to help teachers improve their language skills and instruct them in teaching methodology. (10 references) (GLR)

Argues that only by reading the same piece of literature at the same time, or by rereading jointly a passage from a work read earlier and in solitude, can students learn what reading strategies other readers use. Argues that reading can be assigned without destroying the spirit and energy of the reading/writing community. (RS)

Highlighted are the philosophy and content of a packet of materials developed for teachers' needs for professional development. The four stages include generating anecdotes, reaching for issues, refining the issues, and classroom action. (KR)