Discusses several critical issues surrounding implementation of portfolios as an assessment tool. Suggests that portfolios can be a rite of passage necessary for teachers to free themselves from less authentic assessment. Discusses how portfolios were used by several teachers over a period of years. (RS)

Explores the validity of a theory which states that traditional education is a form of violence, as described by philosopher J. Krishnamurti. Focuses on the idea of avoiding "thinking in opposites." Describes how a teacher changed his teaching methods as a result of several negative student encounters, while remaining true to the…

Discusses how particular attitudes and pedagogical practices were presented in a kindergarten center serving predominantly black children. Adoption of pedagogy responsive to children's cultural styles encompasses an array of social, cultural, and political factors reflected in teachers' and administrators' behavior toward minority children. (41…

Analyzes a sequence of grammar instruction in a fifth-grade classroom to investigate how familiar instructional objects called problems, answers, errors, and solutions are made visible to the cohort. Discusses an "essential instructional fiction" which is essential to the coherence of the lesson in hand and which may hold relevance for…

Research and practice in detecting and controlling for cheating on objective tests are reviewed and a small survey of attitudes and practices is reported. Potential of two computer programs to detect error similarities and use of multiple answer-sheet forms to control cheating are discussed. Teacher cheating is also addressed. (Author/MSE)

Uses observational and interview data to examine how two high school principals, one public and one parochial, exercised symbolic leadership to influence teachers' attitudes and behaviors. Findings reveal that symbolic leadership is the integration and communication of a principal's thoughts, words, and actions used to create, reinforce, and give…

Discusses Roger Schank's book "Tell Me a Story," noting that understanding stories (their structure, acquisition, and retelling) is at the heart of understanding intelligence. Notes that the best reading teachers adapt their stories--rather than relying on rules--for the guidance they need to work with different students at different times. (SR)

Three problem areas are identified in mainstreaming gifted students: (1) teachers who feel that gifted children do not need differentiated opportunities; (2) teachers who do not address students' needs in subject areas in which they feel uncomfortable; and (3) insecure teachers who feel threatened by the confrontational nature of some gifted…

Examines whether literacy assignments included characteristics that foster student learning and motivation. Interviews six elementary school teachers and their principal. Finds that accountability pressures to increase standardized test scores strongly influenced reading and language arts instruction. Finds that students seldom completed classwork…

A study was conducted to identify instructor classroom behaviors that students (n=735) enrolled in college of business classes believe contribute to their academic success. Findings indicate that 80% or more believe that 17 of the 51 behaviors included in the study were important. (Author/JOW)

Examines acquisition of proprietary vocabulary (a collection of words over which the owner has mastery of understanding in listening and reading and mastery of use in speaking and writing). Describes a thematic approach to vocabulary development, and teachers' use of creative experiences to enhance acquisition of proprietary vocabulary. (RS)

Suggests one strategy teachers can use to ease students' difficulty in hearing classmates in discussions. Asks teachers to move to positions around the classroom requiring students to speak loud enough to be heard by everyone. (HB)

Studies and identifies those teaching behaviors that foster critical thinking in an outdoor physical education environment. Discusses the roles a teacher must fulfill to stimulate critical thinking. Provides additional implications of the study for teachers in all areas, including nontraditional classrooms. (HB)

Offers a description by a first-grade teacher of changes in the literacy attitudes and abilities of two boys at risk for school failures prior to successful literacy experiences in her classroom. (SR)

Presents and discusses eight principles for classroom literacy instruction that can be remembered easily and that stand a chance of being implemented. (SR)