North Texas Institute for Educators on the Visual Arts, a consortium of six school districts, five museums, two arts councils, two state agencies, and the University of North Texas, has strived to improve education in the visual arts for K-6 children and to develop better educated audiences for area museums. (JB)

Reports on a 1993 study tour of Vietnam by educators. Discusses the role of a secondary school during the struggle against French colonialism and the U.S.-Vietnam War. Argues that educators must acknowledge the humanity of the Vietnamese as the first step in designing Vietnam-related social studies curriculum. (CFR)

Contends that, although surveys of international achievement have been of interest to the U.S. educational community, these studies are now receiving attention among policymakers. Asserts that significant changes are occurring in world economy and that international achievement comparisons are receiving coverage in the U.S. media. (CFR)

Maintains that emerging educational technology will change the way art is taught and learned. Asserts that interactive media technology will guide instructional reform in art education. Includes two lists of recommended hardware and software for using and developing interactive integrated media. (CFR)

Maintains that there is increasing interest in the approach to art education in the Reggio Emilia schools in northern Italy. Describes the Emilia approach to early childhood education and characterizes it as child-centered and emergent. Includes a dialogue between a teacher and students using the approach. (CFR)

Contends that, for several years, the benefits of computers in schools and vocational training have been undisputed. Asserts that an evaluation of instructional functions reveals several shortcomings. Presents a classification scheme of teaching models and specific skills that should be stressed in future teacher training. (CFR)

After describing the principles of culturally compatible education, the characteristics of Native American and mainstream narrative discourse are compared, and teaching the structure, content, and style of mainstream narratives is advocated. A program designed to facilitate Native American elementary school children's abilities to comprehend and…

Defines geography as a holistic science that explains variations in the human-environment relationship over the earth's surface. Proposes bridging the gap between the specialized professional approach to geography and practical pedagogical needs. Maintains that geographers should translate their work for nongeographers. (CFR)

Documents and evaluates effects of inservice teacher education on rural-school teachers' behaviors and beliefs about microcomputers in science teaching. Describes the ENLIST Micros training program and the beliefs, behavior, and evaluation instruments utilized. Results indicated significant changes in teachers' beliefs toward and use of…

Explores the rationale for including the Holocaust in the social studies curriculum and analyzes how aspects can be introduced at elementary grade levels. Outlines course objectives for studying the Holocaust that are relevant to major issues in social studies. Notes 34 states do not require world history courses and textbook content is uneven.…

Analyzes rural schools in the USSR, arguing their low staff-to-student ratio is the central link to rural schools' myriad problems. Examines how migration to cities and dwindling numbers of villages relate to rural schools and poor agricultural production. States presence of schools helps keep villages alive. Identifies difficulties in maintaining…

School-based media provide information, help organize information and ideas, help create values and attitudes, help shape expectations, and provide models for action. Schools should continuously involve students in analyzing media message systems and help students develop critical thinking (including media literacy). (RLC)

Describes a project that enrolled 36 secondary mathematics and science teachers to work cooperatively to plan a program to help integrate mathematics and science concepts. Thirteen ninth grade study units having a laboratory or demonstration component were developed, field tested, and evaluated. Teachers noted differences in using mathematics.…

A Kean College (New Jersey) program in English as a Second Language (ESL) designed to ease students' transition to mainstream classes focuses on reinforcing existing English skills, encouraging interaction between limited-English-speaking and native-speaking students, providing academic support, encouraging confidence, and helping teachers modify…

Discusses changes in student attitudes, beliefs, behavior, and the nature and quality of mathematics activity in the classroom resulting from a constructivist-oriented inservice program for teachers (K-12). Although instruction focused more on conceptual understanding, student scores on standardized tests were maintained. Appendix includes…