To aid teacher training, the Record of Student Learning Experience (ROSE) gives formal recognition to experiences students bring to courses, identifies individual learning needs, encourages self-direction, empowers students, identifies development needs for induction to schools, and highlights the complexity of teaching. Describes first and second…

Asserts that transformational leadership principles can help student affairs staff to actualize their own leadership potential and to model appropriate leadership characteristics for student government leaders. Discusses implications for practice. (KW)

Describes why and what happened when a teacher changed from viewing English teaching as a value-neutral act to teaching what matters to her. Relates what she expects from the reading and writing workshop and how raising her own voice in terms of her passions and what she values has strengthened students' voices. (SR)

Tests cognitive assessment of 180 students enrolled in a cornerstone course in communication theory. Finds that a profile of factors that influence cognitive assessment scores can be developed. Demonstrates how assessment may be used to empower both faculty and students by offering pedagogical and administrative strategies that enhance student…

A study examined the effectiveness of teaching five adolescents with mental retardation and behavior disorders to lead their own Individualized Education Program (IEP) meetings. Students learned to introduce others at their IEP meetings, review their past IEP goals, discuss their future IEP goals, and close their meetings. (Contains references.)…

Looks at the discussion of a small group of girls (ordinarily reticent or diffident in class) in a senior English class as they interpreted the character of Ophelia in Shakespeare's "Hamlet." Discusses the idea that thinking can develop through dialogic (collaborative) rather than dialectic (conflictive) transactions. Notes classroom…

Explains that Helen Parkhurst's Dalton Laboratory Plan disappeared quickly in many British schools but remained for over 40 years in the King Alfred School in London (England). Explores the development of the Dalton Plan at King Alfred, why this educational innovation thrived at the school, and the causes for its disappearance. (CMK)

Discusses cultural influences on behavior, theoretical assumptions about culturally diverse students, and culturally sensitive behavior management strategies that educators might consider in their efforts to curtail school violence. The strategies are intended to be culture-specific and culture-fair, to humanize school environments, and to…

Describes the Wisconsin Youth HIV Prevention Institution, a program to enhance HIV prevention peer education for reaching youth at high risk, focusing on its intensive multicultural education and empowerment approach. Summarizes evaluation findings related to participation in the program and discusses implications of the program for HIV prevention…

Discusses the "Gardendale Family"--a vertically aligned team of K-6 classrooms. Notes that the family sought to develop a sense of community within the school; promote family involvement; develop a cognitively engaging and culturally connected curriculum; engage students in authentic learning; and develop programs to encourage individual…

Offers reflections on lingering issues raised in this themed issue on the "Gardendale Family": maintaining the integrity of the family; issues of time; curriculum standards; and effects on the rest of the school. Offers a bibliography of works considering the global concerns which prompted the formation of the Gardendale Family. (SR)

Discusses the classroom use of educational technology, highlighting teacher and student empowerment by analyzing a PowerPoint classroom presentation about ancient Babylon for eighth graders. (PEN)

This qualitative exploratory study investigated what teachers and second graders learned when student questions were the nucleus of literature discussions. Data showed that students were eager to pose questions that addressed what they needed and wanted to understand about literature and life and that teachers have a tendency to impose their own…

Presents seven elements of a safe classroom in controversy-driven courses, where students can exchange ideas rather than emotions as they learn and discuss. The elements are: collegiality, empowerment, role modeling, preparation, shared purpose, reflection, and commitment. Explains how teachers can create and nurture safe classrooms, describing…

Provides guidelines for implementing portfolios in the social studies classroom that focus on the Vietnam era and incorporate Howard Gardner's multiple intelligences. Outlines the portfolio project, lists eleven portfolio components, and addresses the intelligence of each. (CMK)